THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


0. 


NEW  CENTURY 
SHORTHAND. 


A  plain,  easy,  and  comprehensive 
method  of  brief  writing,  by  means 
of  which  the  words  of  the  most 
rapid  speakers  may  be  reported 
verbatim.  It  may  also  be  used  for 
correspondence  in  place  of  the 
ordinary  longhand  writing,  as  its 
perfect  legibility  makes  it  readable 
to  any  one  acquainted  with  the  art. 
Especially  suited  to  school-room 
work,  taking  lessons  by  mail,  or 
self-instruction. 


BY 

CLARENCE  CHRISMAN. 
*  *  * 

Copyright,  1902,  by  Clarence  Chrisman. 

St.  Louis. 
THE  CHRISMAN  PUBLISHING  CO. 


Copyright,  1910,  by  Clarence  Chrisman. 


BENN  PITMAA, 

(At  Eighty) 

Author  of  American  Pitnianic  Shorthand  and  brother  of  Sir  Isaac  Pitman, 
the  Inventor  of  Phonography. 

vi. 


PREFACE. 


THE  system  of  shorthand  presented  herein  is  the  result  of  over  twenty 
years'  acquaintance  with  the  subject,   during  which  time  the  author 
studied,  wrote,  and  taught  several  of  the  leading  shorthand  systems. 
For  many  years  he  was  in  charge  of  the  shorthand  department  of  one  of 
the  largest  business  colleges  in  the  United  States,   and  successfully  taught 
thousands  of  young  people  (and  some  not  so  young)  the  art  of  shorthand. 
Nearly  all  of  these  graduates  secured  good  positions  as  stenographers,  and 
many  of  them  developed  into  teachers  and  reporters. 

While  teaching  shorthand,  the  author  made  a  careful  study  of  the  diffi- 
culties encountered  by  the  student,  and  in  the  following  pages  he  has  en- 
deavored to  overcome  them  by  reducing  the  art  to  its  simplest  form,  and  by 
presenting  each  principle  in  such  a  plain  manner  as  to  make  it  within  the 
understanding  of  all.  Lessons  proceed  from  the  simple  to  the  more  compli- 
cated, each  succeeding  lesson  being  in  a  measure  a  review  of  all  preceding 
ones.  Each  principle  is  not  only  explained  fully  and  clearly,  but  is  accom> 
I  panied  by  numerous  examples  illustrating  its  application. 

It  has  been  the  author's  aim  to  do  away  with  memorizing  as  far  as  pos- 

>-    sible.     The  subject  can  be  absorbed.     The  student  can  learn  a  few  of  the 

!    consonants  and  vowels  at  a  time  by  forming  them  into  words,  and  writing 

i    the  words  so  formed  over  and  over  until  he  is  familiar  with  them.     The  word- 

1    signs  may  also  be  absorbed  by  weaving  them  into  sentences,  and  rewriting 

such  sentences  until  the  hand  and  mind  act  in  perfect  unison.    • 
m  It  will  be  observed  that  in  this  book  the  correct  outline  and  position  for 

a  word  are  given  at  the  very  beginning,  so  that  it  will  not  be  necessary  at  a 
'    later  time  to  unlearn  a  certain  way  of  writing  a  word  and  write  it  differently. 
:    Indeed  it  is  very  doubtful  if  an  outline  once  fixed  in  the  mind  can  ever  be 
entirely  forgotten,  so  it  is  therefore  very   important  that  first  impressions 
should  be  correct.     It  would  be  foolish  to  teach  grammar-school  children  to 
(j     read  and  write  a  word  in  a  certain  way,  and  then  in  the  high-school  teach 
2     them  another.     So  why  do  it  in  shorthand  ? 

In  conclusion  the  author  wishes  to  say  that  his  system  is  "new"  only  in 
the  sense  of  now  being  placed  in  book  form.  It  has  been  given  the  severest 
tests,  and  nothing  has  been  retained  that  did  not  stand  them.  No  ordinary 
person  can  talk  faster  than  it  can  be  written  and  it  is  so  legible  that  it  can 
be  written  on  unruled  paper,  without  shading,  and  still  be  read;  in  fact,  any 
one  thoroughly  familiar  with  it  can  turn  it  upside  down  and  read  it  back- 
wards. And  best  of  all,  it  is  so  simple  that  it  can  be  learned  in  a  few 
months  by  any  fairly  well  educated  person.  C.  C. 


vii 


448412 


CONTENTS. 

The  regular  lessons  begin  on  page  22  and  end  on  page  85,  there  being 
20  lessons  on  principles.  The  intermediate  exercises  on  word-signs  are  not 
explanatory  of  the  principles;  therefore  the  20  principles  are  explained  in  20 
short  lessons.  All  pages  preceding  and  following  the  regular  lessons  are 
devoted  to  helpful  tables,  articles  on  shorthand,  reading  matter  in  short- 
hand, etc.,  and  should  be  made  use  of  in  the  study  and  preparation  of  the 
lessons. 


PAGE 

Synopsis 9 

Shorthand 10 

Shorthand  Systems 11 

Basis  of  Shorthand 12 

Illustration  of  the  Geometric  Shorthand 

Lines 13 

Method  of  Study 14 

Lessons  by  Mail 15 

Method  of  Teaching 16-17 

Questions  Answered 18-19 

Shorthand  Vowel  Scheme 20 

Alphabet 21 

Consonants  and  Second-Place  Vowels  22 
Consonants  and  Second-Place  Vowels — 

Continued 24 

Consonants  and  First- Place  Vowels 25 

Consonants  and  Third-Pi' ce  Vowels 27 

Exercise  on  Analysis  of  Words 28 

Definitions 29 

Review  Questions  (1st  List) 29 

First-Position  Words f  30 

Second-Position  Words 32 

Third-Position  Words 34 

Circle  S  and  Z 36 

Word-Signs,  Phrases,  and  Punctuation 

Marks  (1st  List) 38 

Loops  for  St.  Zd,  and  Str 40 

Word-Signs  and  Contractions  (2d  List)..  42 

Brief  W  and  Y;  W  Hook,  and  Sw  Loop..  44 

Word-Signs,  Etc.  (3d  List) 46 

Review  Questions  (2d  List) 46 

The  R  Hook 48 

Word-Signs,  Etc.  (4th  List) 50 

The  L  Hook 52 

Word-Signs.  Etc.  (5th  List) 54 

Special  Vocalization,  Etc 56 

Word-Signs,  Etc.  (6th  List) 58 

The  N  Hook 60 

Word-Signs,  Etc.  (7th  List) 62 

The  F  or  V  Hook. 64 

Word-Signs.  Etc.  (8th  List) 66 

viii 


PAGE 

The    M   Hook,  Ler   Strokes,  and  Tive 

Hook 68 

Word-Signs,  Etc.  (9th  List) 70 

Review  Questions  (3d  List) 70 

The  Shun  Hook 72 

Word-Signs.  Etc.  (10th  List) 74 

The  Doubling  Principle 76 

Word-Signs.  Etc.  (llth  List) > 

The  Halving  Principle 80 

Word-Signs,  Etc.  (12th  List) 

Prefixes  and  Affixes 84 

Word-Signs.  Etc.  (13th  List] 86 

Vowel  Indication,  Etc 88-89 

The  Table  of  Appendages  ( Explanation)    89 

Review  Questions  (4th  List) 89 

Exercise  on  Vowel  Indication 90 

Table  of  Appendages 92-93 

Word-Signs  (Table) 94 

Outlines  and  Contractions !»5 

Outlines  and  Contractions— Continued.,...    98 

Table  of  Useful  Phrases 100 

Useful  Phrases — Continued 102 

The  Art  of  Reading  Shorthand 104 

Selection  of  Outlines ...  105 

The  Art  of  Wanting  Shorthand 106-107 

Business  Letters  (In  Shorthand) 108-113 

Abbreviating  Principles 114-115 

Examples  of  Abbreviations,   Short- 
cuts,"Etc 116 

Business  Letters  (Abbreviated  Style)  118-136 

The  Gift  of  Character 137 

XIII  Corinthians 138 

Concerning  Conversation 139 

Speech  of  Patrick  Henry 140-141 

Reporting  as  a  Mental  Exercise 142-143 

The  Emblem  of  the  Free 144 

The  Old  Oaken  Bucket 145 

Correct  Forms  for  Letters ....  146 

Additional  Writing  Exercises 148-149 

A  Parting  Word  to  Students  150 


SYNOPSIS  OF  SHE  PRINCIPLES. 

The  Words  given  as  examples  appear  opposite  in  shorthand,. 

1.  A  small  initial,  final,  or  medial  circle  for  s  or     P     L  '~~V:Ssk 

z;  as  in  stuffy,  advise,  offensive "^  ^v          ^\ 

2.  A  large  initial,  final,  or  medial  circle  for  ses,     m ^./  _iID 

sez,  zes,  or  zez;  as  in  system,  possesses,     \f    \)    L— «, 
ejt-z'sting 

3.  A  small  final  or  medial  loop  for  st  or  zd;  as 

in  unrest,  refus^rf,  elastic 

4.  A  large  final  or  medial  loop  for  str;  as  in    i    5.     I 

duster,  feasters,  disturb {)      ^  U\ 

5.  A  small  initial,  final  or  medial  semi-circle  for 

brief  w;  as  in  witness,  pathway,  bewail 

6.  A  small  initial  or  medial  reversed  hook  for  , 

w;  as  in  twist,  untwist,  quota T  ^""T 

7.  A  small  initial  or  medial  loop  written  at 

right  angles  for  sw;  as  in  sweeping,  swing, 
unswaddle :... 

8.  A  small  initial  or  medial  hook  for  r;  as  in 


mall  initial  or  medial  hook  for  r;  as  in    nv    <^.       '~>? 

trying,  freeness,  injures v~^  ^^    f 

n 
A 
=°*y^ 


9.  S  or  z  added  to  r  by  joining,  and  by  writing 
the  circle  within  the  hook;  as  in  sprinkles, 
disgrace,  deceiver 

10.  A  small  initial  or  medial  hook  on  straight 

strokes,   large  on  curves,   for  1;    as  in 
appliance,  flying,  novelties 

11.  S  or  z  added  to  1  by  writing  the  circle  within 

the  hook;  as  in  suppleness,  visibleness, 
e.rample 

12.  A  small  final  or  medial  hook  forn,  or  joined 

for  ns;  as  in  benigw,  unreiws,  kiwsfolk 

13.  A  small  final  or  medial  hook  for  f  or  v;  as  in 

puff,  repaz/es,  proven 

14.  A  large  initial,  final,  or  medial  hook  for  m; 

as  in  wake,  unriws,  Cawzden 

15.  A  large  initial  or  medial  hook  for  ler,  lor, 

lar,  etc.;  as  in  learns,  boilers,  feeler 

16.  A  large  final  or  medial  hook  for  tive;  as  in 

effective,  native,  nativity 

17.  A  small  final  or  medial  curl  for  shun  or 

zhun;  as  in  affection,  possessions,  affec- 
tionate.  

18.  Strokes  made  double  length  to  add  ter,  der, 

or  ther;  as  in  enterprise,  unloaders,  rather 

19.  Strokes  made  half  length  to  add  t  or  d;  as  in 

straigh/ens,  uninstructerf,  Londoner 

20.  A  small  initial  tick  or  curl  for  com,  con,  etc., 

or  by  disjoining;  as  in  completeness,  con-     wi          f   ^r^.  ' 
structiveness,  uncowmendable **    i    L!-' 


10 

SHORTHAND. 


Definition. — Shorthand  may  be  defined  as  a  system  of  writing  suffici- 
ently brief  to  be  written  with  great  rapidity,  and  sufficiently  legible  to  permit 
its  being  read  promptly  and  correctly.  Shorthand  is  known  under  various 
names,  such  as  "phonography,"  "stenography,"  etc.,  all  of  which  have 
much  the  same  meaning.  We  will  call  it  simply  "shorthand,"  and  the  ordi- 
nary way  of  writing  we  will  call  "longhand." 

Uses. — Shorthand  may  be  used  for  many  purposes,  such  as  corres- 
pondence, keeping  a  memorandum,  reporting  speeches,  lectures,  sermons, 
etc.,  but  its  principal  use  is  to  take  the  dictation  of  business  men,  and  thus 
enable  them  to  talk  their  letters  instead  of  write  them. 

Speed. — For  ordinary  purposes,  you  should  be  able  to  write  at  least  100 
words7>er  minute,  and  to  read  it  without  hesitation.  For  general  reporting 
and  court  work  a  speed  of  about  200  words  per  minute  will  be  necessary. 
The  system  herein  presented  will  enable  you  to  attain  this  speed. 

•«  Materials. — Ordinarily  you  should  use  a  note  book  which  is  about  8% 
inches  long  and  6  inches  wide,  with  leaves  opening  lengthwise.  The  lines 
of  writing  should  be  about  one-half  inch  apart.  You  should  write  from  the 
center  of  the  book  toward  the  bottom,  and  should  continue  all  the  way 
through  the  book  on  one  side  of  the  leaves.  When  you  get  to  the  end  of  the 
book,  turn  it  over  and  go  back  towards  the  beginning.  In  writing  short- 
hand you  should  always  have  a  line  on  which  to  write,  and  it  will  be  better 
to  avoid  writing  on  a  line  which  is  too  close  to  the  top  or  bottom  of  a  page. 
If  you  use  a  pencil,  you  should  get  a  note  book  in  which  the  paper  is  slightly 
rough;  if  you  use  a  pen  the  smoother  the  paper  the  better.  Keep  your  pen- 
cil well  sharpened,  and  press  on  it  lightly,  holding  it  much  the  same  as  you 
do  when  writing  longhand.  Avoid  putting  your  pencil  in  your  mouth,  just 
turn  it  a  little  so  that  the  other  side  of  the  lead  touches  the  paper,  and  it 
will  write  plainly.  Use  medium  pencil,  black  lead,  good  quality. 

Education. — While  your  ability  to  master  shorthand  will  depend  to  a 
considerable  extent  upon  your  physical  expertness,  to  a  still  greater  extent  it 
will  depend  upon  your  general  education.  Almost  any  one  can  learn  to 
ic rite  shorthand.  The  ability  to  read  your  notes,  however,  will  depend 
almost  entirely  on  the  knowledge  of  the  language  you  are  using.  Therefore, 
when  you  take  up  the  study  of  shorthand,  if  you  are  a  poor  speller,  know 
little  or  nothing  of  punctuation,  grammar,  rhetpric,  arithmetic,  penmanship, 
etc.,  you  should  devote  a  considerable  portion  of  your  time  each  day  to 
these  studies. 


11 
Shorthand  Systems. 

In  Great  Britain  nearly  all  stenographers  write  Pitmanic  shorthand .  In  the 
United  States  the  majority  of  stenographers  also  write  Pitmanic  shorthand, 
but  use  so  many  variations  of  the  original  system  that  comparatively  few  write 
what  might  be  termed  identical  systems.  There  have  been  many  attempts 
to  invent  a  system  of  shorthand  which  would  be  "just  as  good"  or  better 
than  Pitman  shorthand,  but  no  one  has  done  it  yet.  Many  non-pitmanic 
systems  have  been  tried  and  found  wanting,  and  the  experiments  have 
been  costly,  especially  to  the  learners  of  them.  In  some  of  these  systems 
the  outlines  are  too  long,  in  others  too  short;  some  have  too  many  positions, 
others  not  enough;  and  still  others  have  too  many  clash  words,  with  no 
means  of  differentiation.  Some  of  these  systems  are  fairly  legible  so  long 
as  complete  sentences  are  written,  but  the  authors  take  particular  pains  not 
to  give  single  words  written  in  shorthand  for  the  learner  to  transcribe  into 
longhand;  and  in  order  to  present  -their  systems  in  as  compact  a  space  as 
possible,  they  omit  many  necessary  rules,  examples,  reference  tables,  exer- 
cises, etc.  In  fact,  they  merely  give  a  synopsis  of  their  system's,  leaving  the 
learner  to  get  a  sufficient  knowledge  of  them  as  best  he  can;  or,  in  some 
cases,  refer  him  to  one  or  more  additional  books  to  be  studied  and  mastered 
if  he  wishes  to  have  a  thorough  knowledge  of  the  art. 

New  Century  Shorthand  is  a  revised  and  modernized  Pitmanic  system, 
and  it  has  been  the  aim  of  the  author  to  present  it  fully  and  honestly. 
Everything  that  is  necessary  to  know  about  it  is  presented  in  this  book;  in 
fact  the  reading  and  writing  exercises  are  so  numerous  and  .voluminous  that 
if  they  are  thoroughly  studied  and  practiced  a  complete  knowledge  of  the  art 
is  sure  to  result. 

Attention  is  called  to  the  following  good  points  of  this  system: 

1.  It  is  based  on  scientific  and  time-tested  principles. 

2.  Its  legibility  is  beyond  question,  and  it  takes  a  middle  ground  in  the 
matter  of  brevity. 

3.  It  is  logical,  there  being  few  exceptions  to  given  rules. 

4.  It  is  especially  well  adapted  to  phrasing,  the  angles  being  good. 

5.  On  account  of  being  able  to  turn  the  strokes  in  different  ways,  it 
possesses  great  liueality. 

6.  It  permits  almost  every  word  to  be  written  with  one  movement  of 
the  pen. 

7.  There  are  no  small  dots  to  be  confused  with  specks  on  the  paper. 

8.  The  book  contains  an  immense  amount  of  engraved  shorthand,  fully 
illustrating    every   principle,    and    furnishing   the    learner    with    abundant 
practice  matter. 

9.  Complete  words  are  taken  up  at  the  very  beginning,  and  each  lesson 
on  principles  alternates  with  a  lesson  on  sentences  or  business  letters. 

10.  Word-signs,  contractions,  and. the  art  of  phrasing  are  taught  from 
almost  the  very  beginning  of  the  book. 

11.  The  lessons  are  of  definite  length,  and  are  so  arranged  that  a  com- 
plete lesson  lies  before  the  student  as  he  opens  the  book. 


12 

NEW  CENTURY  SHORTHAND. 


'Basis  of  ^Shorthand. 

The  system  of  shorthand  presented  in  the  following  pages  is  based 
upon  the  lines  of  the  circle  and  square,  and  is  therefore  geometric.  The  world 
itself  is  round,  and  if  you  will  look  about  you  you  will  discover  that  all  through 
nature  curved  lines  predominate.  There  are  straight  lines  also,  for  though 
the  trunk  of  the  towering  pine  tree  of  the  forest  is  nearly  always  round,  it  is 
at  the  same  time  nearly  always  straight.  And  also,  even  though  straight,  it 
may  lean  far  out  of  the  perpendicular.  Therefore  this  one  object  may  be 
round,  straight,  and  oblique,  and  withal  beautiful.  Just  so  with  shorthand: — 
the  strokes  may  be  curved,  straightz  and  oblique;  and  if  progerly  made, 
beautiful. 

Another  point  to  which  attention  may  be  called  when  comparing 
shorthand  to  the  beautiful  pine  tree  of  the  forest,  is  this: — In  writing 
shorthand,  we  take  some  of  the  strokes  and  cut  them  up  into  little  bits,  and 
call  them  vowels.  These  vowels  we  place  to  the  left  and  right  and  before 
and  after  the  strokes,  and  when  so  placed  may  be  likened  to  the  leaves  with 
which  Nature  adorns  the  trees.  When  we  write  shorthand  slowly  we  put  in 
all  these  vowels;  these  leaves.  When  we  write  rapidly  we  leave  (no  pun 
intended)  them  out.  When  we  see  a  tree  with  all  its  leaves,  it  appears  to  be  a 
more  complete  and  beautiful  tree  than  when  it  is  leafless;  and  when  in  leaf  we 
can  tell  better  what  sort  of  a  tree  it  is.  However,  it  may  be  stripped  entirely 
of  its  leaves,  and  even  a  child  can  tell  that  it  is  still  a  tree.  In  one  respect, 
shorthand  is  very  much  like  this.  Strip  a  shorthand  word  of  its  vowels,  its 
leaves,  and  we  still  recognize  it  as  a  word;  but,  unlike  the  tree,  it  is  more 
beautiful  without  its  leaves  than  with  them.  Not  only  is  it  more  beautiful, 
but  to  the  experienced  writer,  it  is  in  one  sense  more  legible,  for  too  many 
vowels  in  a  word  only  serve  to  confuse  him.  He  prefers  to  see  the  bare  out- 
line, and  can  recognize  the  word  morequicklyin  this  form  for  the  very  simple 
reason  that  he  can  concentrate  his  power  of  analysis  on  one  or  two  objects 
instead  of  having  to  consider  many.  Or  you  may  liken  the  operation  to  that 
of  a  child,  learning  to  walk.  At  first  he  crawls,  then  he  walks  a  little  by 
having  some  one  hold  him  up,  or  by  using  a  bench  or  chair  for  support; 
finally  he  starts  across  the  floor  without  a  single  support,  and  after  a  few 
trials  not  only  can  walk  but  can  run;  and,  being  able  to  run,  he  scorns  the 
props  that  at  first  were  so  essential. 

When  shorthand  is  used  for  reporting  it  is  often  necessary  to  write  it 
at  an  exceedingly  rapid  rate  of  speed,  and  when  so  written,  still  carrying  out 
our  comparison  of  it  to  the  pine  tree,  not  only  must  the  leaves  fall,  but  whole 
branches  must  go.  In  some  cases  the  whole  tree  must  go,  but  be  not  alarmed, 
these  are  only  small  trees,  and  the  wise  reporter  when  he  comes  to  them 
knows  just  where  they  should  go,  and  has  no  difficulty  in  setting  them  out 
-again,  and  when  he  has  finished  transcribing  his  notes,  lo  and  behold  he  has 
row  after  row  of  trees  all  in  their  proper  order;  trunks,  branches,  and  leaves, 
all  complete.  Such  is  the  beauty  of  geometric  shorthand. 


Illustration  of  the  Geometric  ^Shorthand  Lines. 


i \\n// 

I   K      G      P    B  T  D  CH  J        F     F    V  V  TH  THl  S  Z  SH  NIP  L  M     N      N    NC  Nd   R  H  W  Y 


5. 


3\c-  J' 


$.    I/PWARO  SH  »*0  MP 


DOWNWARD  L 


-'-'^   \  \ 


1.  In  the  above  modified  military  target,  all  but  four  of  the  geometric 
shorthand  lines  are  shown.     The  four  not  included  in  the  target  are  placed 
on  the  side  as  props,  and  right  good  props  you  will  find  them. 

2.  In  the  target,  the  strokes  are  necessarily  of  different  lengths.    Line  No.  1 
shows  the  correct  length  of  the  strokes  and  their  proper  relation  to  each  other. 
Observe  that  the  r ,  h ,  and  w  are  a  trifle  longer  than  the  other  strokes.   Line  No.  2 
gives  the  ordinary  English  letters  represented  by  the  shorthand  strokes. 

3.  Lines  Nos.  3,  4,  and  5  illustrate  the  relation  of  the  vowels  to  the  con- 
sonants— 1,  2,  and  3  representing  the  correct  position  of  first,  second,  and 
third-place  vowels  coming  before  consonants;  and  A,  B,  and  C  those  coming 
after  consonants.     This  table  will  be  of  great  value  as  a  reference,  and  there 
need  be  no  possible  excuse  for  not  getting  a  vowel  in  its  exact  position. 

4.  At  the  end  of  line  5  will  be  found  a  k  stroke  cut  into  four  parts  to 
represent  the  four  short  vowels,  and  g  cut  to  represent  the  long  vowels.     Two 
others  are  formed  from  the  two  halves  of  the  p  stroke. 


14 

Method  of  Study. 

1.  The   instructions    accompanying  each  lesson  should  be  read    over 
slowly  and  thoughtfully,  and  the  examples  studied  carefully,  before  any 
attempt  is  made  at  reading  and  writing  the  lesson.     Next,  all  the  words  in 
the  reading  exercise  are  to  be  read,  at  the  same  time  referring  back  to  the 
instructions  to  ascertain  the  particular  rule  under  which  each  word  is  writ- 
ten.    When  all  the  su^rthand  can  be  read,   and  the    rules  governing  their 
formation  are  understood,  the  next  thing  to  do  is  to  write  them  in  short- 
hand, imitating  the  copy  as  closely  as  possible.     After  each  shorthand  word, 
write  what  it  is  in  longhand,  taking  care  to  spell  it  according  to  the  diction- 
ary, and,  if  it  is  a  proper  name,  to  capitalize    it.      Also  take  care  to  write 
your  longhand  very  plainly.     When  you  are  sure  your  work  is  correct,  prac- 
tice writing  the  shorthand  words  over   and   over — you    can    scarcely    write 
them  too  many  times — that  is,  so  long   as   you    write   them    carefully.     To 
write  them  badly  is  a  mere  waste  of  time. 

2.  After  mastering  the  reading  exercise,  take  up  the  writing  exercise, 
and  reverse  the  operation    in    this— writing   the   longhand    first.     Use    the 
words  of  the  reading  exercise  as  models,  imitating  them  as  closely  as  possi- 
ble.    A  frequent  reference  to  the  Table  of  Appendages,  and  the  illustration 
of  the  military  target,  showing  the  exact  slope  of  the  strokes,  and  how  the 
vowels  are  placed  before  and  after  them,  should  be  of  great  help  to  you. 

3.  The  accented  vowel  in  a  word  determines  its  position;    therefore,  if 
you  are  not  sure  of  its  accent,  consult  the  dictionary.      In  trying  to  read  a 
shorthand  word,  remember  that  its  position  indicates  the  accented  vowel. 
If  it  is  in  the  first  position,  accent  the  first  first-place  vowel.     If  that  does 
not  give  you  the  correct  word,  and  it  should  have  two  first-place  vowels,  try 
the  accent  on  the  second  one.     Another  way:     Write  the  shorthand  letters 
of  the  word  in  plain  longhand.     Suppose   the   word    is   defiance,    and   you 
write  it  in  this  manner — d-e-f-i-a-n-s,  and  you  try  the  accent  on  the  e.     That 
will  not  give  you  the  correct  word.     Try  it  on  the  i,  and  it  will. 

4.  Nearly  always  when  you  can't  read  a  word,   it  is  because  you  are 
naming  the  consonants  and  vowels  in  the  wrong  order.     Try  them  in  a  differ- 
ent way.     Look  up  the  rules.     Review  a  few  lessons.     You  may  be  tempted 
to  say  that  the  book  is  wrong,  that  it  is  a  mistake,  but  th«  mistakes  in  this 
book  are  rare.     Some  vowels  are  purposely  omitted,  occasionally  a  stroke  or 
a  vowel  is  heavy  or  light,  when  it  should  be  the  opposite,   but  little  things 
like  these  should  not  worry  you.     Many  of  the  outlines  in  the  book  will  spell 
more  than  one  word,  but  one  will  be  enough.     It  will  be  a  good  plan  to  re- 
view after  each  exercise  on  review  questions,  going  back  each  time  to  the 
place  from  which  you  reviewed  before. 

5.  A  good  way  to  test  your  knowledge  of  the  lessons  is  to  transcribe 
the  shorthand  into  longhand,  then  transcribe  the  longhand  back  into  short- 
hand,  and  compare  it  with    the    engraving.     This    method    can    be    made 
especially  useful  in  the  sentences  and  letters.     After  you  have  gone  through 
all  the  principles,  you  can  really  educate  yourself  in  correct  shorthand  writ- 
ing by  transcribing  the  business  letters,  etc.,  in  the  back   of  the   book  into 
longhand,  and  then  writing  your  longhand  back  into  shorthand,  and  com- 
paring with  the  engraving.     Do  this  until  your  work  is  free  from  error,  and 
you  will  have  a  good  knowledge  of  shorthand. 


15 

Lessons  by  Mail. 

1.  While  it  is  possible  to  learn  shorthand  entirely  by  one's  self,  it  is 
desirable  to  have  the  lessons  looked  over  by  a  competent  teacher.     This  can 
be  done  by  preparing  them  as  herewith  directed,  and  sending  them  in  by  mail 

2.  It  will  be  necessary  for  you  to  do  more  memorizing  than  if  you  had  a 
teacher  with  you,  and  you  will  also  have  to  make  more  use  of  the  reference 
tables,  such  as  the  lists  of  word-signs  and  contractions,  the  Table  ot  Append- 
ages, etc.     Also  keep  a  good  dictionary  close  at  hand,  and  be  absolutely  sure 
about  the  spelling,  meaning,  and  pronunciation  of  every  word  you  write. 

3.  The  first  exercise  to  send  in  will  be  the  reading  exercise  in  the  first 
regular  lesson.    While  you  are  awaiting  its  return,  prepare  the  reading  and 
writing  exercises  of  the  next  lesson,  and  send  them  in  upon  the  return  of  the 
first  lesson  .     The  following  diagram  will  show  you  how  to  arrange  your  lessons. 


(J\.  Q>.  J]/  —  ,  /..  ..^^..^f^^ir'. 

ff         // 

%*        .  iiv       ^     /? 

.....  sfa/as.  .  .  s&tnf.  .  .  ^farus.  . 

I  /  /  /(SKIPALINE) 


.  ,    .  ,.  >.  .  .  .  ..  .  .  .  .          ,  , 

/  /  /  (SICIP'AUNO 

(JL  C?  Ji  —  , 


/. 

(SKIPMJHEl 


PtACt  VCUR  NAME  ANDADORESS  MtRE 

RULES  AND  SUGGESTIONS. 

1.  Write  lessons  on  pages  taken  from  a  shorthand  notebook.  2.  Use 
medium  black  lead-pencil.  3.  Number  each  page  at  the  top.  4.  Number 
each  new  line  of  the  reading  and  writing  exercises  as  you  come  to  them. 
5.  In  the  reading  exercises  in  the  word-sign  lessons,  just  send  in  the  longhand  ; 
and  in  the  writing  exercises  just  send  in  the  shorthand.  6.  Each  exercise  on 
Review  Questions  will  be  considered  a  lesson  —  just  send  in  numbered  answers. 

7.  Don't  fail  to  sign  your  name  and  address  at  the  end  of  your  lesson. 

8.  Take  care  not  to  crowd  your  work  —  paper  is  cheap.    9.    After  you  have 
finished  a  lesson,  look  it  over  carefully,  and  when  you  are  sure  it  is  free  from 
error,  look  it  over  again  —  then  send  it  in.     10.     If  your  work  is  not  neat  and 
orderly,  write  it  all  over  again  before  sending  it  in.     11.     A  circle  around 
a  longhand  word  indicates  that  it  is  misspelled.     12.     Practice  writing  all 
corrected  lessons  at  least  twelve  times. 


Method  of  Teaching. 

1.  Every  teacher  who  is  really  a  teacher  has  his  own  ideas  about  giving 
instruction,  and  it  is  not  the  intention  of  the  author  to  lay  down  fixed  rules 
for  teaching,  but  as  briefly  as  possible  he  wishes  to  present  his  op;nions  on 
the  subject.     First  of  all,  be  thoroughly  acquainted  with  your  book  und  sys- 
tem; and,  second,  don't  expect  the  student  to  comprehend  in  a  few  minutes 
what  it  took  you  months  to  learn.     Be  patient  with  him,  and  if  he  has  glaring 
faults,  try  to  correct  them  without  hurting  his  feelings. 

2.  It  is  far  preferable  to  give  individual  instruction,  letting  each  student 
be  a  class  unto  himself  until  he  gets  into  dictation.     Students  should  not  be 
allowed  to  talk  to  each  other  during  class  hours,  nor  should  they  be  allowed 
to  help  each  other.     The  lessons  in  the  book  are  about  the  right  length,  the 
first  lessons  and  exercises  being  rather  short.     Additional  exercises  to  several 
of  the  first  lessons  will  be  found  in  the  back  of  the  book.     It  is  presumed  that 
the  student  will  have  more  trouble  with  the  first  few  lessons  than  with  the 
following   ones;    therefore   they   are   short,    but   if   you  think  he  does  not 
thoroughly  understand  them,  let  him  write  the  additional  exercises. 

3.  Notice  that  the  shorthand  in  the  first  part  of  the  book  is  heavier  than 
towards  the  end.     It  was  written  this  way  purposely.     At  first  the  student's 
mind  is  so  taken  up  with  getting  an  understanding  of  the  subject  that  he 
cannot  make  perfect  outlines,  and  it  will  be  well  to  let  him  write  a  little  large 
and  heavy,  but  as  he  goes  along  and  finds  the  subject  becoming  easier,  call 
his  attention  to  the  fact  that  he  should  write  smaller  and  lighter,  and  toward 
the  end  of  the  book  insist  on  his  making  very  small  outlines,  with  very  little 
distinction  between  light  and  heavy  strokes. 

4.  After  a  student  has  read  over  the  lesson  assigned  to  him,  let  him 
write  the  shorthand  words,  putting  one  word  on  each  line  of  his  note  book, 
close  to  the  left-hand  margin,  and  just  after  the  shorthand  word  the  longhand 
should  be  written.     Correct  the  lesson,  t\  id  let  him  practice  each  shorthand 
word  to  the  edge  of  the  note  book.     In  the  writing  exercise,  the  longhand 
should  be  written  first,  and  then  the  shorthand.     It  should  be  corrected  and 
practiced,  each  word  being  spelled  phonetically  as  it  is  written.     In  both 
exercises  all  the  vowels  should  be  inserted  and  practiced. 

5.  In  the  lessons  on  word-signs  and  sentences,  the  sentences  are  about 
the  right  length  to  extend  across  one  line  of  the  note  book.     In  the  reading 
exercise  let  the  student  write  the  shorthand  at  the  top  of  a  page  of  his  note- 
book, and  just  underneath  it  the  longhand  transcript,  taking  as  many  lines 
as  may  be  necessary  for  the  longhand.     Just  one  sentence  should  be  placed 
on  a  page,  and  when  corrected  it  should  be  written  over  and  over,  say  twelve 
times,  leaving  out  all  the  vowels.     Of  course,  it  is  just  the  shorthand  that  is 
to  be  practiced  in  this  manner,  and  the  student  should  be  instructed  to  repeat 
each  word  to  himself  as  he  writes  it.     These  instructions  apply  to  the  writing 
exercises  also,  but  the  operation  should  be  reversed,  and  the  vowels  omitted 
altogether.     In  the  lessons  on  business  letters  the  student  should  be  required 
to  write  about  20  words  on  a  line  at  the  top  of  his  notebook,  arc  jtoart:  under- 
neath it,  the  longhand  transcript,  the  rest  of  the  page  being  blsok.     When  he 
has  written  all  of  the  reading  exercise  in  this  manner,  correct  ;t  fvji  him,  and 
let  him  practice  the  shorthand  to  the  bottom  of  the  page.     It  Kill  be  better, 


17 

however,  to  let  him  finish  the  letter  each  time;  that  is  to  say,  as  he  writes  each 
line  let  him  turn  the  page  for  the  next  line,  and  so  on  to  the  end  of  the  letter. 
In  the  writing  exercises  he  should  only  be  required  to  write  the  shorthand,  one 
line  at  the  top  of  each  page.  You  should  know  if  he  has  written  the  letters 
correctly.  After  you  have  corrected  his  work,  let  him  practice  as  before. 

6.  The  above  method  will  cause  the  Ftudent  to  practice  each  corrected 
lesson  about  twelve  times.     He  will  thus  "learn  to  do  by  doing,"  and  you  can 
teach  him  more  in  this  manner  than  in  any  other.     After  your  student  has 
gone  through  everything  in  this  book  as  directed,  he  should  be  about  ready  to 
take  slow  dictation  on  familiar  matter,  but  if  you  are  not  sure  that  he  under- 
stands the  subject  thoroughly,  let  him  write  letters  and  miscellaneous  matter 
of  your  selection  until  there  is  no  longer  any  doubt  about  it.     It  is  a  good 
plan  to  give  examinations  occasionally,  requiring  the  student  to  make  about 
85  per  cent  before  being  promoted. 

7.  Students  should  at  the  very  outset  be  impressed  with  the  fact  that 
they  are  learning  principles  upon  which  to  write,  and  that  they  are  not  merely 
memorizing  words.     Generally,  insist  upon  each    lesson  being   thoroughly 
mastered  as  it  is  taken  up,  but  if  you  see  it  is  growing  irksome  to  your  pupil 
let  him  take  another  lesson  or  two,  and  then  review.     If  a  student  asks  you 
a  question,  or  wants  to  know  what  a  particular  word  is  or  how  to  write  it, 
try  to  get  him  to  think  it  out  for  himself  by  giving  him  some  hint,  referring 
him  to  some  particular  paragraph  or  rule  where  the  principle  is  explained,  or 
perhaps-  to  the  list  of  word-signs.     In  other  words,  teach  him  how  to  help 
himself,  but  never  fail  to  give  him  material  assistance.     If  he  asks  for  bread, 
don't  give  him  a  stone. 

8.  Students  are  always  eager  to  get  into  dictation,  but  it  is  a  bad  plan 
to  let  them  try  to  run  before  they  can  walk.     If  they  cannot  write  words 
slowly  and  correctly,  it  is  unreasonable  to  suppose  that  they  can  write  them 
rapidly   and    correctly.      If   they   are   not   intelligent  enough  to  learn  the 
principles  of  shorthand  thoroughly,  they  certainly  will  not  be  bright  enough 
to  read  incorrect  notes.     Probably  95  per  cent  of  the  bad  stenographers  of 
the  world  are  made  by  rushing  into  dictation  at  a  too  early  period.    A  person 
correctly  trained  in  the  theory  of  shorthand,  that  is  to  say,  a  person  who  has 
practiced  writing  correct  shorthand  outlines  over  and  over  as  directed  in  this 
article,  can  easily  write  75  or  80  words  a  minute  the  very  first  day  he  takes 
dictation.     It  is  merely  a  matter  of  changing  from  writing  by  sight  to  writing 
by  sound. 

9.  A  good  teacher  can  make  excellent  use  of  the  blackboard  in  giving 
instruction.     A  letter  of  100  words  or  more  should  be  written  thereon  every 
day  in  shorthand,  and  the  advanced  students  should  make  correct  tran- 
scripts of  it.     The  teacher  can  also  use  the  blackboard  to  good  advantage 
by  writing  shorthand  thereon  before  his  advanced  class,  requiring  them  to 
read  it  as  soon  as  written.     He  can  also  train  them  in  this  manner  to  read 
badly-written  shorthand,  to  read  it  without  shading,  and  even  without  lines. 
He  can  also  explain  to  the  whole  class  the  different  ways  in  which  shorthand 
can  be  written,  the  different  degrees  of  brevity,  different  manner  of  phrasing, 
etc.     In  fact,  there  is  scarcely  no  end  to  the  uses  to  which  the  blackboard 
can  be  put.     With  the  above  suggestions,  the  author  leaves  you  to  your  own 
devices,  trusting  to  your  good  sense  and  ingenuity  to  impart  to  others  in  an 
acceptable  manner  the  most  wonderful  art  of  the  centuries — shorthand. 


18 

Questions  Answered. 

Beginner. — None  of  the  strokes  that  are  exactly  vertical,  like  the  t  or  d, 
are  ever  made  upwards;  and  none  that  are  exactly  horizontal,  like  the  k  or 
g,  are  ever  made  from  right  to  left.  In  assigning  a  word  to  a  position,  the 
accented  vowel  determines  the  position,  and  if  there  are  several  strokes  in  a 
word,  the  first  upright  stroke  is  placed  in  the  correct  position. 

Alice. — Keep  your  pencil  sharp,  and  you  won't  have  to  press  on  so  hard. 
Also  try  to  remember  that  shorthand  writing  is  a  system  of  writing  by  sound; 
therefore,  if  you  are  writing  something  from  common  print  into  shorthand, 
just  imagine  some  one  is  saying  the  words  to  you.  That  is  to  say,  you  should 
write  everything  as  it  would  sound  if  spoken,  and  not  as  it  appears  in  print. 

Maud. — It  is  remarkable  how  much  you  can  accomplish  if  you  will  fix 
upon  a  regular  hour  every  day  for  your  studies.  Constant  dripping  will  wear 
away  a  stone,  and  a  little  study  of  shorthand  every  day  will  surely  bring  its 
reward. 

Discouraged. — Your  teacher  should  say  the  vowels  for  you,  exactly  as 
they  are  sounded,  and  have  you  repeat  them  after  him;  then  when  you  know 
them  so  that  you  can  say  them  without  looking  at  the  book,  he  should  have 
you  repeat  them  to  him  at  a  fair  rate  of  speed.  Keep  the  little  sentences  con- 
taining the  vowels  in  mind,  and  you  will  have  no  difficulty  in  repeating  them. 
You  are  right  about  phrasing  a,  an,  or  and.  These  words  do  not  determine 
the  position  of  the  phrase,  but  accommodate  themselves  to  it. 

A.  B.  C. — Your  characters  are  very  good,  but  you  seem  to  spend  too  much 
time  inventing  short  outlines.  Try  to  remember  that  outlines  that  are  short 
to  the  eye  are  not  always  short  to  the  hand,  and  that  ease  of  execution  is  the 
most  important  thing  to  consider.  Of  course,  very  long  outlines  are  just  as  bad 
as  those  that  are  too  short,  therefore  you  should  try  to  strike  a  happy  medium. 

Student. — When  you  have  prepared  a  lesson,  if  your  teacher  is  not  at  hand 
to  correct  it,  the  best  thing  to  do  is  to  go  over  and  over  it,  until  you  are  sure 
that  it  contains  no  error  within  your  ability  to  detect.  If  your  lesson  still 
remains  uncorrectcd,  you  should  put  in  your  time  reviewing  former  lessons. 
It  will  never  be  necessary  for  you  to  sit  and  fold  your  hands,  under  the  im- 
pression that  you  have  nothing  to  do. 

Clumsy.— In  writing  shorthand,  the  pencil  should  be  made  to  glide 
smoothly  from  one  outline  to  another,  with  no  perceptible  halt  between  them. 
The  habit  of  giving  the  hand  a  little  twitch  or  jerk  after  each  word  should 
be  carefully  avoided.  It  takes  time  to  do  this,  and  when  you  are  writing 
shorthand  rapidly  you  have  no  time  for  superfluous  movements.  It  should 
be  remembered,  too,  that  it  takes  time  to  move  your  pencil  through  space, 
even  if  you  make  no  marks  at  all,  and  therefore  there  should  be  very  little 
space  between  your  words. 

Worried. — Your  suggestion  to  have  all  the  rules  state  just  exactly  the 
opposite  of  what  they  mean  is  a  happy  one,  and  no  doubt  such  a  scheme 
would  work  well  with  many  students.  In  fact  the  author  himself  has  had 
pupils  who  insisted  on  doing  everything  exactly  contrary  to  the  instructions 
given  in  the  text-book.  Perhaps  it  would  be  a  good  plan  to  advise  such 
pupils  as  these  to  write  the  shorthand  words  just  the  opposite  of  what  they 
consider  to  be  the  correct  way.  Try  it. 


19 

Justice. — Yes,  it  is  a  fact  that  many  shorthand  authors  avoid  putting  words 
in  their  text-books  that  are  difficult  to  write  according  to  the  principles  of  the 
system.  A  text-book  should  present  the  hard  words,  for  the  student  can 
readily  construct  good  outlines  for  the  easy  ones.  It  is  a  great  temptation, 
though,  to  use  only  such  words* as  will  illustrate  the  beauty  of  the  system, 
and  to  carefully  avoid  all  words  that  are  difficult  of  execution,  or  can  not  be 
written  at  all.  In  the  opinion  of  the  writer,  it  is  a  rank  injustice  to  the  student 
'to  deceive  him  in  this  manner,  but  it  is  unquestionably  true  that  nearly  all 
shorthand  authors  are  guilty  of  just  such  deception. 

Puzzled.— Systems  of  shorthand  having  a  vast  number  of  word-signs  and 
contractions  are  usually  defective,  and  the  word-signs  and  contractions  are 
invented  to  cover  up  the  defects.  Some  systems,  in  order  to  be  rapid,  require 
the  abbreviation  of  almost  every  word.  Such  systems  burden  the  mind  too 
much,  and  in  new  and  difficult  work  become  illegible.  Systems  that  require 
the  constant  lifting  of  the  pencil  to  complete  words  are  also  bad,  and  should 
be  carefully  avoided. 

New  Teacher.— While  it  is  perhaps  not  the  duty  of  a  shorthand  teacher 
to  teach  spelling,  it  is  better  for  him  to  call  the  attention  of  the  pupil  to  every 
misspelled  word,  and  have  him  look  it  up  in  the  dictionary.  A  good  short- 
hand teacher  will  not  hesitate  to  impart  to  his  pupils  everything  he  knows 
which  will  be  of  value  to  them  in  their  work,  and  spelling,  grammar, 
geography,  etc.,  are  especially  useful  to  them. 

Charlie. — It  is  always  the  first  upright  in  a  word  that  takes  the  position, 
and  all  the  strokes  are  considered  uprights  but  k,  g,  n,  and  ng.  It  seems  odd 
that  one  should  make  the  mistake  you  mention,  that  of  putting  a  first-place 
vowel  at  the  end  of  a  stroke,  and  third-place  vowel  at  the  beginning.  It 
strikes  the  writer  that  any  one  should  be  able  to  tell  the  beginning  of  a  stroke 
from  the  end  of  it.  Perhaps  if  you  will  think  a  little  more  before  placing  the 
vowels  you  will  get  them  all  right.  Sometimes  when  two  vowels  come 
between  strokes  it  is  better  to  separate  them,  putting  one  after  the  first  stroke 
and  one  before  the  second. 

Walter. — Undoubtedly  there  are  some  very  poor  shorthand  teachers,  and 
probably  the  best  thing  to  do  when  you  discover  that  you  have  one  is  to  make 
a  change  at  once.  No  teacher  should  allow  students  to  "have  a  good  time" 
during  school  hours.  Strict  discipline  is  the  first  necessity.  Nor  should  a 
teacher  allow  himself  to  get  too  friendly  with  his  pupils,  for  if  he  does  he  can 
not  control  them.  In  regard  to  using  the  first  or  second  consonants,  when 
two  are  given  for  one  word,  your  teacher  should  insist  on  your  using  the 
first  ones,  unless  there  is  some  decided  advantage  in  using  the  second.  Of 
course,  if  you  are  writing  from  dictation,  and  should  use  the  wrong  one,  it 
would  be  a  waste  of  time  to  correct  it.  It  is  impossible  to  always  use  the 
very  best  outlines  when  writing  new  matter  rapidly,  but  in  reading  over  your 
dictation  it  is  advisable  to  study  all  the  outlines  with  a  view  to  improving  them. 

Teacher. — Yes,  it  is  a  fact  that  when  a  teacher  takes  up  a  new  system  of 
shorthand  he  is  apt  to  think  it  defective  if  his  students  make  mistakes  in  it. 
He  should  try  to  remember  that  students  of  his  old  system  made  many  mis- 
takes, probably  more.  No  system  of  shorthand  will  ever  be  invented  that 
will  permit  of  its  being  written  so  as  to  absolutely  preclude  mistakes. 


20 

^Shorthand  VoWel  ^Scheme. 

There  are  over  thirty  vowel  sounds  in  the  English  language,  but  in  short- 
hand we  use  but  sixteen  of  them,  in  some  cases  letting  one  sign  stand  for 
several  sounds.  Thus  the  heavy  vowel  for  long  a  is  also  used  to  represent 
the  sounds  of  a  as  heard  in  the  words  senate,  care,  parent,  compare,  and  all 
other  similar  sounds,  no  matter  by  what  combination  of  letters  they  may  be 
represented  in  the  ordinary  spelling. 

When  in  doubt  about  a  vowel  sound,  refer  to  this  table,  and  try  to  find 

a  similar  sound;  then  use  the  sign  which  represents  it.     For  instance,  not 

being  sure  about  the  sound  of  a  in  the  word  afloat,  refer  to  the  table,  and 

'you  will  see  that  it  is  similar  to  the  a  sound  in  alike,  and  should  therefore 

be  represented  by  the  short  a  sound. 

In  some  words  (beauty,  for  instance)  the  vowel  u  is  very  plain,  but  in 
words  like  sue  it  is  not  so  distinct,  and  therefore  ma^  be  represented  by  u 
or  56.  This  vowel  scheme  is  practical  and  easy. 


VOWELS. 


SIMILAR  VOWEL  SOUNDS. 


as 


t,  create,  serene,  depend, 
has  no  similar  sound, 
pity,  injury,  divinity. 
idea.,  tr/bunal,  diameter,  iota.. 
toy      dipthong;  no  similar  sound. 

obey,  tobacco,  sorrow,  propose, 
senate,  care,  parent,  compare. 
her,  pervert,  f«rl,  b«rn. 
recent,  novd,  prudent,  decency. 
sofa,  data,  Topeka,  Atlanta. 

2.  loo  "  COO     similar  sounds  given  after  u. 

3.  _  do  "  put     foot,  wool,  p«ll,  good. 

4.  Ja     "  cat      alike,  ask,  grass,  infant. 

5      lou  "  COW     dipthong;  no  similar  sound. 

'   v| 
6.     lu     "  few      wnite,  grew,  rude,  rwmor. 

The  student  of  shorthand  is  recommended  to  study  the  vowels  and 
diacritical  marks  thoroughly,  and  pay  especial  attention  to  the  spelling  of 
words  by  sound.  It  will  be  necessary  to  do  this  in  order  to  write  shorthand 
correctly.  Make  the  dictionary  your  constant  companion,  and  look  up  the 
spelling,  meaning  and  pronunciation  of  all  words  you  are  in  doubt  about. 


1.  " 

a    in  law 

2.    ' 

6     "  eat 

r.-:: 

3." 

o     "  lot 

Place 

4. 

i     "  pit 

„    v 

0. 

i     "  tie 

A 

6. 

oi   "  toy 

L- 

5     "  foe 

Second 

2.    « 

a     "  lay 

Plies 

3.  - 

ii    "  cut 

4.    i 

e     "  pet 

1. 

a     "  far 

Third 


ALPHABET. 


21 


CONSONANTS. 

VOWELS. 

OS 

2._ 

kav  lef  l  to 
_          Kay  right 

_          gay     " 

sound 
of  k  or  c 
g 

a^  cook 
"  gag 

1.  " 
2.   ' 

a    in  law 
e     ''  eat 

3.    N 

pe    down 

P 

ii  pop                     Firit 

3.  ~ 

o     "  lot 

4.  V            be       « 

b 

"  babe   .               PUee 

4"v 

f      "  pit 

X 

5. 

i     "tie 

0. 

te 

t 

11  tot 

A 

6. 

oi    "  toy 

."• 

de       " 

d 

"  deed 

7_ 

/           chay    " 

Ch 

"  church 

1.  - 

5     "  foe 

8.  , 

'          jay      " 

jorg 

"  judge                   g9MIld 

2.   i 

a     "  lay 

9.^ 

W^      ef         " 

f 

"  fife                      Place 

3.  - 

ii     "  cut 

10.  y 

^or"^      VC         " 

V 

"  valve 

11. 

ith       '< 

th 

"  bath 

4.    i 

e     "  pet 

12 

(            the      " 

th 

"  bathe 

1 

a     "  far 

13. 

)            es        " 

s 

"  sauce 

2-"i 

oo  ''  coo 

-1  •• 

)            ze        " 

z 

Third 

do  "  put 

lo. 

l           ish      "or  up 

sh 

"  sheepish             _. 

4.    i 

a     "  cat 

16. 

^ 

1* 

J           emp    "  "  " 

rap  or  nb 

"  imp  or  fumble 

, 
o 

ou  "  cow 

/    / 
18.  f 

el    up  or  d. 
'"or/'""  em    '«  "  " 

1 

m 

"  lull 
"  maim 

V 

6    Ju     "few 

19.  /-xor—  y  en    i.  to  r> 

n 

"  noun 

20.x, 

/or/—  x  ing      '* 

ag 

"  inkling 

21.  / 

ar    up 

r 

"  rear                            c    3  brief  w 

•2-2.  S 

hay  « 

h 

"  hardy                 -                 u      ,, 

-'°'  ^ 

way  " 

w 

"  west 

yay  down 

y 

«  yes                                   o                S  °r  * 

NOTE— While  learning  shorthand  it  is  better  to  use  a  pencil,  but 
when  well  advanced,  a  pen  may  be  used  to  advantage.  At  first,  it  will 
be  found  difficult  to  shade  the  g,  ng,  and  upward  m,  but  if  the  concave 
side  of  the  pen  is  turned  well  to  the  right,  it  will  be  easy  enough.  When 
a  pen  is  used,  the  upward  m  should  be  made  to  slope  like  the  r.  Ad- 
vanced writers  may  omit  shading  almost  altogether. 

Where  two  signs  are  given  for  a  letter,  as  for  f,  the  first  should  gener- 
ally be  used,  the  second  being  the  exception. 


22 


NEW  CENTURY  SHORTHAND. 


Consonants  and  ^Second=Place  VoWels. 

1.  In  shorthand  we  spell  words  by  sound,  paying  no  attention  to  the 
ordinary  way  of  spelling,  and  we  also  leave  out  many  indistinct  or  unneces- 
sary sounds.     For  our  first  lesson  we  will  take  the  first  eight  strokes  of  the 
alphabet,  and  the  four  second-place  vowels.     We  select  these  vowels  to  start 
with  for  the  reason  that  they  are  the  commonest  vowels  and  the  words  in 
which  they  occur  are  written  in  the  second  position,  which  is  the  natural  or 
normal  writing  position,  and  the  easiest  to  understand. 

2.  For  convenience  sake,  we  will  designate  the  consonants,  k,  g,  p,  b, 
t,  d,  ch,  j;  and  the  vowels  we  will  call  6,  a,  tf,  6,  taking  care  to  name  them 
by  sound.     For  example,  we  will  pronounce  u"  as  we  hear  it  in  the  word  cut, 
and  not  u  as  in  the  word  few. 

3.  Bear  in  mind  that  we  are  spelling  by  sound  now,   and  these  strokes 
and  short  dashes  represent  sounds,  not  letters.      It  will  help  you  to  remem- 
ber these  four  vowel  sounds  if  you  will  fix  in  your  mind  the  following  sen- 
tence : — "No  hay  cut  yet." 

4.  The  following  table  will  give  us  a  correct  idea  of  these  consonants 
and  vowels,  and  their  value  : — 


1.  

k      left  to 
Kay  right 

sound 
of  k  or  c 

ancook 

VOWELS 

2. 

gay     " 

g 

"  gag 

^••M 

as  in 

!\ 
4  \ 

pe   down 
be       « 

P 
b 

"  pop 
"  babe 

(  1.  -|o     "  foe 

5.   | 

te        " 

t 

"  tot 

Second  y  2.   i[a    "  lay 

6.   | 

de 

d 

"  deed 

plae9   J3.  -  u    "  cut 

7.  / 

chay    *' 

ch 

"  church 

(4.    ijc     "  pet 

8.  / 

jay     " 

jorg 

"  judge 

5.  By  combining  these  consonants  and  vowels  it  is  remarkable  how 
many  words  we  can  write.  In  reading  words  in  shorthand,  we  proceed  much 
the  same  way  as  we  do  in  longhand,  that  is,  we  read  from  left  to  right,  and 
from  the  top  down.  Therefore,  if  a  vowel  is  placed  on  the  left  side  of  a 
consonant  it  is  read  before  the  consonant.  If  a  vowel  is  placed  on  the  right 
side  of  a  consonant  it  is  read  after  the  consonant.  If  a  vowel  is  placed  above 
a  consonant  it  is  read  before  the  consonant.  If  a  vowel  is  placed  below  a 
consonant  it  is  read  after  the  consonant. 

Note:  In  the  above  vowel  scale,  the  o  and  if  arc  shown  in  a  horizontal  position,  aud 
the  a  and  «5  in  a  vertical  position.  They  do  not  always  take  this  position,  however,  bmt 
are  writen  as  shown  in  Examples  of  the  Rules,  and  as  explained  in  Par.  6. 


23 

NEW  CENTURY  SHORTHAND. 


EXAMPLES  OF  THE  RULES. 

:!..,,.  ..\  .....  J-.--S-.    L.  ...\^... 

C-t  oat;     p-5  pay;      o-k  oak;     e-&  gray;    t-u-g:  tug;    p-6  k  peck;    t-a-k  take;    p-b-k  poke. 


6.  Observe  that  these  second-place  vowels  are  written  at  the  center  of 
the  stroke,  close  to  it,  but  not  touching  it.     The  o  and  ti  are  written  at  right 
angles  to  the  stroke,  and  the  a  and  6  parallel  with  it. 

7.  In  writing  these  words,   the  consonants  are  always  made  first,  and 
then  the  vowels  are  inserted.     If  there  are  several  consonants  in  a  word,  they 
should  all  be  written  with  a  continuous  movement  of  the  pencil,  without  lift- 
ing it  or  bringing  it  to  a  stop.     Of  course  there  will  be  a  slight  pause  between 
strokes  if  the  direction  changes,  but  it  should  be  very  slight. 

8.  After  all  the  consonants  of  a  word  are  written,  the  vowels  should  be 
inserted  in  the  order  in  which  they  read.      Thus  in  writing  the  word  potato  , 
the  p  and  tt  should  be  made  without  lifting  or  stopping  the  pencil,  and  then 
the  first  o  should  be  inserted,  then  the  a,  and  then  the  last  o. 

$  9.  Of  these  eight  consonants,  the  k  and  g  are  made  from  left  to  right, 
and  the  p,  b,  t,  d,  ch,  and  j  from  the  top  down.  They  are  never  made  in 
any  other  direction.  The  vowels  are  made  in  the  same  manner;  that  is,  from 
the  top  down,  or  from  left  to  right. 

10.  As  far  as  possible  in  shorthand,  light  strokes  are  used  to  represent 
light  or  short  sounds,  and  heavy  strokes  to  represent  heavy  or  long  sounds. 
For  instance,  k  is  represented  by  a  light  stroke,  and  g,  which  is  a  heavier 
sound,  is  represented  by  a  heavy  stroke.      The  vowel  o  has  a  heavy  dash, 
because  it  is  a  long  sound,  and  the  vowel  u"  has  a  light  dash  because  it  is  a 
short  sound.    Remember  this,  and  it  will  help  you  to  fix  the  consonants  and 
vowels  in  your  mind. 

11.  A  common  fault  with  beginners  is  to  make  the  strokes  too  large  and 
too  heavy.     Do  not  try  to  make  too  great  a  distinction  between  the  light  and 
heavy   strokes,    and    never   retrace  the  heavy   ones  to  make  them  heavier. 
Make  them  with  one  movement  of  the  pencil,  and  let  them  alone. 

12.  You  may  now  read  and  copy  the  words  in  the   following   exercise, 
writing  each  word  in  shorthand,  just  as  it  is  here,  and  immediately  after  it 
write  it  in  longhand,  spelling  it  according  to  the  dictionary.  (over) 

Xote:  When  writing  an  outline  in  which  there  are  two  strokes  taking  the  same 
direction,  as  two  k's  in  cake  and  two  j's  in  judge,  make  the  outline  just  twice  as  long 
as  one  k  or  one  j,  with  a  continuous  movement  of  the  pencil. 


24 

NEW  CENTURY  SHORTHAND. 


READING  EXERCISE. 

X.._-\ ..f  -I  VM-  !• 


7  '/ 

13.  Note  that  in  the  above  words  the  first  upright  stroke  rests  on  the 
line  of  writing  ;  and  that  when  the  vowels  come  between  two  strokes,  the 
long  ones,  o  and  a,  are  placed  just  after  the  first  stroke,  and  the  short  ones, 
u"  and  e,  are  placed  before  the  second.  This  will  be  explained  more  fully  in 
the  next  lesson. 

Consonants  and  ^Second-Place  Votoels—  Continued. 

1.  Now  that  we  have  learned  to  read  some  words  in  shorthand,  we  will 
see  what  we  can  do  at  writing  them.     Read  the  instructions  given  in  the 
preceding  lesson  again,  so  that  you  can  apply  them  to  this  lesson.     Sharpen 
your  pencil  well,  and  resolve  that  you  will  write  smaller  and  do  neater  work 
this  time. 

2.  In  the  second  position,  words  are  written  on  the  line  of  writing;  the 
vertical  strokes  just  touching  the  line.     The   horizontal  strokes,  such   as  k 
and  g,  rest  on  the  line,  or  may  be  written  slightly  above  it.     If  a  word  con- 
tains a  vertical  stroke,  this  vertical  stroke  must  be  given  the  position,   the 
bottom  of  it  just  touching  the  line.     For  convenience  sake,  we  classify  all 
strokes  as  vertical  unless  they  are  horizontal;   that  is  to  say,  all  strokes  are 
considered  vertical  unless  they  are  written  in  the  direction  of  k  or  g.      If  a 
word  contains  more  than  one  vertical  stroke,  the  first  vertical  stroke  takes 
the  position,  no  matter  whether  it  comes  at  the  beginning,  middle,  or  end, 
of  a  word. 

3.  Before  writing   a   word,    think    about   the   outline   and    determine 
whether  or  not  it  has  a  vertical  stroke;    and  if  it  has,  resolve  that  you  will 
place  that  vertical  stroke  in  position  in  spite   of   everything.     Also   resolve 
that  you  will  complete  the  whole  outline  without  lifting  your  pencil      Before 
writing  a  word  in  your  book,  it  is  well  to  trace  a  faint  outline  of  it  on  a 
piece  of  scrap  paper,  and  thus  be  pretty  sure  you  have  the  correct  outline. 
This  will  save  you  the  trouble  of  erasing  it,  and  will  help  break  you  of  the 
"eraser  habit,"  which  is  a  very  bad  habit. 


25 
NEW  CENTURY  SHORTHAND. 

" 

4.  After  you  have  written  all  the  consonants  of  a  word,  you  next  insert 

the  vowels.  In  the  second  position,  when  vowels  come  between  two  strokes 
the  long  ones,  o  and  a  are  placed  just  after  the  first  stroke  ;  and  the  short 
ones,  u1  and  S,  are  placed  before  the  second  stroke.  This  will  enable  us  to 
read  a  word  correctly,  even  though  we  fail  to  make  a  vowel  exactly  right. 
Thus,  should  we  write  the  word  take,  and  make  the  a  vowel  light,  we  would 
still  know  it  was  take,  for  the  reason  that  if  we  intended  to  write  tuck,  we 
would  have  placed  the  vowel  before  the  k,  instead  of  after  the  t. 

5.  When  placing  your  light  vowels  between  strokes,  look  over  your  out- 
line carefully,  and  determine  which  stroke  is  the  second  one,  and  be  sure  to 
get  it  before  the  stroke  and  not  after  it.     For  instance,  in  the  word  bub,  you 
will  wish  to  place  the  u  before  the  second  b;  therefore  take  care  to  put  it  on 
the  left  side,  and  not  on  the  right  side,  for  in  the  latter  case  it  would  be 
<ifter  the  second  stroke. 

6.  You  may  now  write  the  words  in  the  following  exercise. 

WRITING  EXERCISE. 

Oak,  go,  ape,  pay,  dough,  owed,  cup,  cope,  ache,  age,  joke,  bug,  tuck, 
coke,  chuck,  tub,  cocoa,  tape,  choke,  pope,  keg,  oat,  toe,  ate,  day,  bay,  jay, 
doe,  obey,  page,  gauge,  up,  pup,  touch,  bub,  babe,  potato. 

Consonants  and  Firsfc'Place  VoWels. 

1.  There  are  six  first-place  vowels,  and  they  are  always  written  at  the 
beginning  of  strokes.      The  beginning  of  a  stroke  is  where  you  place  your 
pencil  when  you  start  to  make  it.      Therefore,   with  strokes  made  from  the 
bottom  up,  the  beginning  is  at  the  bottom.     The  first-place  vowels  occur  in 
regular  order  in  the  following  sentence:     "Law  fees  rob  millions,  my  boy." 
Repeat  this  a  few  times,  and  it  will  impress  the  vowels  on  your  mind. 

2.  You  may  now  study  the  following  table,   and  imitate  the  vowels  as 
VoWELS.  closely  as  possible,  writing  them  beside  "t"  strokes 

until  you  are  familiar  with  them. 
98 
"I       in  law  Observe  that  these  vowels  are  written  at  the  very 

,  •_•  beginning  of  the  stroke,  close  to  it  but  not  touching 

2-  it.     The  points  of  the  i  and  oi  should  be  sharp,  but 


First 
Place 


~"  I  w  t  t     1  r\4- 

3.     |°  in  making  them  the  pencil  should  not  be  lifted  until 

4>    '|I  "  pit  the  vowel  is  complete.     Begin  on  the  left  side  of  the 

5  V|i  "tie  i;  go  down,  then  up.      Begin  on  the  left  side  of  the 

6  A|oi  "  toy  °i;  g°  UP»  then  down.  (over) 

Note:  The  vowels  a  and  8  are  written  at  right  angles  to  the  stroke;  the  vowels  e 
t  parallel;  the  I  always  points  downward,  and  the  oi  upward.  Write  the  I  and  oi 
tout  lifting  the  pencil. 


vithout  lifting  the  pencil. 


NEW  CENTURY  SHORTHAND. 


«a> 

3.  The  words  in  the  first  position  are  written  above  the  line,    so  as  to 

distinguish  them  from  those  of  the  second  position,  which  are  written  on  the 
line.  In  shorthand  writing,  we  finally  leave  out  almost  all  the  vowels;  there- 
fore it  is  necessary  to  make  some  distinction  between  words  ;  otherwise  too 
many  of  them  would  look  alike.  This  we  accomplish  by  writing  some  above 
the  line,  some  on  the  line,  and  some  through  or  below  the  line.  Thus  a"p" 
stroke  in  the  first  position  would  spell  pie,  even  with  the  vowel  left  out;  but 
it  would  not  spell  pay  because  pay  would  be  written  in  the  second  position. 

4.  First-position  outlines  are  written  one-half  space  above  the  line  for 
verticals,   and  a  whole  space  for  horizontals.      By  a  "space"  is  meant  the 
length  of  a  stroke,  a  "t"  stroke  for  instance.     If  a  word  is  composed  entirely 
of    horizontal    strokes,    they    are   all   placed   above,    the  same   as   though 
there  were  only  one.     If  a  word  contains  horizontals  and  verticals,  the  verti- 
cals determine  the  position,   the  first  one  being  half  a  space  above  the  line. 

5.  When  first-place  vowels  come  between  two  strokes,  they  are  written 
just  after  the  first  stroke,  in  order  to  keep  them  out  of  the  angle.      Thus  in 
the  word  keep  you  place  the  e  at  the  beginning  of  the  k,  and  just  below  it. 

EXAMPLES  OF  THE  RULES. 


p-a  paw;    k-e  key;  ch-a  chaw;  6-k  eke;  k-6-p-I  copy;  t-I-p  type;  p-i-t-i  pity;  k-i-k  kick. 

READING  EXERCISE. 


" 


)/< 


WRITING  EXERCISE. 

£y>  guy,  caw,  cob,  tip,  dip,  dock,  pip,  tick,  keep,  kitty,  peak,  pig, 
peach,  teach,  calk,  talk,  balk,  Dick,  chick,  pike,  pique,  gawk,  cog,  dog,  dig, 
big,  gaudy,  gawky,  deep. 


27 
NEW  CENTURY  SHORTHAND. 


Consonants  and  Third=Place  Votoels. 

1.  There  are  six  third-place  vowels,  and  they  are  always  written  at  the 
end  of  some  stroke.     The  end  of  a  stroke  is  where  your  pencil  stops  in  mak- 
ing it,  and  therefore  if  a  stroke  is  commenced  at  the  bottom,  the  end  of  it 
will  be  at  the  top.     These  vowels  will  be  found  in  their  regular  order  in  the 
following  sentence:     "Ah,  who  hooked  that  trout— you?" 

2.  You  may  now  practice  making  the  vowels  in  the  following  table, 
according  to  previous  instructions. 

as  jn  It  may  occur  to  you  that  this  first  vowel  is  simi- 

,       I ..       .  .  lar  to  the  first  vowel  in  the  first-place  vowels,  but  it 

1  •     [  *i         T  jir 

-I  is  quite  different.     If  they  were  the  same,  the  words 

2.    ,|OO  "  COO      mortar  and  martyr  would  rhyme   with   each    other, 
3      [06  "  put      kut  they  do  not.     Neither  is  this  first  vowel  like  the 


Third 
Place 


4.    ,  a     "  cat 


third  vowel  of  the  first-place  vowels,  for  that  vowel 


is  very  short  and  light,  while  this  vowel  is  long  and 
5.     lou  "  COW      full.      It  will  be  well    for   you    to   consult   a   good 
\      lu     *'  few       dictionary  about  the  vowel  sounds,  and  try  to  train 
**  your  ear  so  that  you  can  distinguish  between  them 

readily  and  accurately. 

3.  Words  in  the  third  position    are    written   as   follows:     The   vertical 
strokes  go  through  the  line,  one-half  being  above  and  one-half  below,  and 
the  horizontals  go  just  below  the  line,  close  to  it,  but  not  touching  it. 

4.  Words  containing  vowels  of  different  positions  are  put  in  the  posi- 
tion of  the  accented  vowel.     Remember,  it  is  not  the  first  vowel  that  takes 
the  position,  but  the  accented  one.     Thus,  the  word  decay  would  be  written 
in  the  second  position  because  the  accent  comes  on  the  a.     If  it  is  hard  for 
you  to  determine  which  vowel  in  a  word  has   the   accent,    try  placing   the 
accent  on  each  vowel,  beginning  with  the  first,   until  you  make    up    your 
mind  which  one  has  the  accent,  and  then  consult  your  dictionary  to  see  if 
you  are  right.     By  doing  this  a  good  many  times,  you  will  finally  get  so  you 
can  determine  the  accent  readily. 

5.  When  third-place  vowels  come  between  strokes,  we  place  them  at 
the  end  and  before  the  second  stroke,  so  as  to  keep  them  out  of  the  angle. 
Thus,  in  the  word  pack  we  will  place  the  a  at  the  end  of  the  k,  and  not  at 
the  end  of  the  p.  (over] 

Note:  The  a  and  oo  are  written  at  right  angles  to  the  stroke;  the  oo  and  a  par- 
allel; the  ou  always  points  down  and  the  u  up. Write  the  ou  and  u  without  lifting  the 
pencil. 


2S 


NEW  CENTURY  SHORTHAND. 


V  "-*•' 


EXAMPLES  OF  THE  RITLHS 

°Y} \i N 


p-a 

pa; 


k-05 

coo; 


p-a-k      p-a-t-i      b-a-t-i 

pack;       patty;       beauty; 


B-o-sr-5-t-a 
Bogota; 


t-i-k-t-a-k 
ticktack. 


Take  care  to  pronounce  pa  (meaning  father)  so  that  it  will  rhyme  with 
the  last  syllable  in  Bogota. 

READING  EXERCISE. 


J  ._  -  v  *«*  >/  •  •  V  •/•  j  1^-^-7  -7-  -  j  • 


WRITING  EXERCISE. 

Bah,  back,  jag,  gag,  catch,  cabby,  pouch,  couch,  batch,  badge,  poop, 
dupe,  aback,  tactic,  Abba,  attack,  coop,  cooky,  add,  cap,  baggy,  bough, 
gap,  chap,  tap. 

EXERCISE  ON  ANALYSIS  OF  WORDS. 

.In  order  to  test  your  knowledge  of  sounds,  write  the  following  words  in 
this  manner;  peeping  p-e-p-I-ng  (1),  the  figure  indicating  the  position  it 
would  occupy  if  written  in  shorthand.  Write  the  words  in  longhand,  not 
shorthand. 


peeping 

rough 

evolve 

eloping 

dough 

deter 

pouting 

fellow 

drowsy 

period 

would 

judge 

advise 

manage 

crayon 

decamp 

official 

utterly 

retreat 

depend 

yellow 

marching 

inventor 

violent 

defray 

walnut 

fiddle 

inflict 

prepare 

about 

brawny 

recess 

emboss 

acclaim 

plough 

embank 

liquid 

appeal 

chance 

applause 

equally 

empire 

should 

butcher 

window 

inflate 

banker 

afraid 

penetrate 

creator 

occurred 

pendulum 

screech 

append 

basket 

acorn 

appear 

aroma 

romance 

failed 

NOTE. — It  is  not  a  bad  idea  when  trying  to  make  out  words  written  in 
shorthand,  to  analyze  them  as  you  did  the  above  words.  That  is  to  say, 
write  the  sounds  out  in  longhand  letters.  They  will  be  more  suggestive  to 
you  than  the  shorthand  letters;  and  if  you  divide  them  into  correct  syllables 
and  put  the  accent  on  the  right  syllable,  you  will  be  sure  to  get  the  word. 

Note  2:  In  spelling  the  above  words  by  sound,  a  reference  to  the  Shorthaud 
Vowel  Scheme  on  page  20  will  be  found  helpful.  For  Instance,  the  word  would  will  be 
found  to  rhyme  with  the  word  good,  therefore  the  vowel  sound  must  be  the  same 


NEW  CENTURY  SHORTHAND. 


Definitions. 

In  order  to  understand  clearly  the  meaning  of  the  different  terms  used  in 
shorthand,  the  following  reference  table  will  be  of  great  value. 

1.  Consonant.     Any  sign  representing  sounds  other  than  vowels. 

2.  Character.     Any  shorthand   sign  or  stroke.     Thus,   the  shorthand 
characters  for  the  word  harness  are  certain  strokes,  dashes,  and  circles,  which 
in  longhand  would  be  called  h-a-r-n-e-s-s. 

3.  Contraction.  •  Generally  an  outline  from  which  one  or  more  conson- 
ants have  been  omitted,  used  to  represent  words  slightly  less  frequent  than 
those  represented  by  word-signs. 

4.  Dash.    A  short  light  or  heavy  line  used  to  represent  a  vowel. 

5.  Horizontals.     The  strokes,  k,  g,  n,  and  ng. 

6.  Outline.      The    shorthand  characters  of  a  word  minus  the  vowels. 
Thus,  t-p-k  is  the  outline  for  topic, 

7.  Phrase.  A  combination  of  several  words  written  without  lifting  the  pencil. 

8.  Space.     The  length  of  any  of  the  consonant  strokes,  such  as  t,  d,  etc. 

9.  Stem.     A  stroke  of  any  length. 

10.     Stroke.    Any  full  length  consonant,  such  as  k,  g,  etc.     Say,  3-16  of 
an  inch  in  length. 

.  11.     Upright.     Same  as  vertical.     Any  stroke  other  than  k,  g,  n,  ng. 

12.  Vertical.     Same  as  upright.     Any  stroke  other  than  k,  g,  n,  ng, 

13.  Vowels.     For  the  sake    of   convenience,    we    designate    dipthongs, 
vowels,  etc.,  as  vowels. 

14.  Word-sign.     A  vowel  or  an  abbreviated  outline,  perhaps  written  out 
of  its  correct  position,  used  to  represent  a  very  frequent  word. 

'R.eVieW  Questions. 

1.  How  are  words  spelled  in  shorthand  ?  2.  How  many  second-place 
vowels  are  there?  3.  At  what  part  of  the  stroke  are  they  written  ?  4.  Why 
do  we  call  them  second-place  vowels?  5.  Give  the  sentence  in  which  they 
occur?  6.  Say  them  in  their  regular  order.  7.  Do  shorthand  characters 
represent  letters  or  sounds?  8.  How  are  vowels  placed  when  we  wish  to  read 
them  before  or  after  upright  or  horizontal  strokes?  9.  In  writing  a  word, 
which  should  be  made  first,  the  consonants  or  the  vowels?  10.  What  deter- 
mines the  position  of  a  word?  11.  Where  are  second-position  words  written? 
12.  Where  are  second-place  vowels  written  when  they  come  between  two 
consonants?  13.  Which  stroke  in  a  word  is  placed  in  the  correct  position? 
14.  Tell  what  you  know  about  the  first  position,  and  explain  the  difference 
between  it  and  the  second  and  third.  15.  Do  the  same  with  the  third 
position,  and  explain  the  difference  between  it  and  the  first  and  second.  16. 
If  there  is  anything  about  the  lessons  so  far  that  you  do  not  thoroughly  un- 
derstand, now  is  the  time  to  ask  for  an  explanation.  These  three  positions 
and  the  vowels  contained  in  them  are  the  foundation  on  which  we  are  going 
to  build  our  shorthand  structure,  and  we  should  see  that  it  is  a  good  solid  one. 


30 

NEW  CENTURY  SHORTHAND. 

First=Posltion  Words. 

The  rules  given  in  this  and  the  following  lessons  are  not  to  be  memorized, 
but  simply  read  over  carefully,  and  then  used  as  a  reference. 

1.  We  will  now  take  up  the  first,  second,  and  third  positions  in  their 
regular  order,  and  introduce  eight  curved  consonants,  which  we  will  desig- 
nate as  f,  v,  th,  the,  s,  z,  sh,  and  mp. 

2.  Be  careful  in  making  these  strokes  to  curve  them  about  like  those 
shown  here  and  make  the  heavy  ones  heavy  in  the  centre,  and  not  at  the  ends. 

as  in 
9.  "ViV.     ef     down          f  "  flfe 

10.  ^p,>\     ve       "  v  "  valve 

11.  (   ith  "  th  "  bath 

12.  (  the  "  th  "  bathe 

13.  )  es  "  s  "  sauce 

14.  \  ze  "  z  "  zones 

15.  i  ish      "or up     sh  "  sheepish 

16.  J emp    "  "  "  nap  or  mb  "  imp  or  fumble 

3.  There  are  two  strokes  for  f  and  two  for  v.      We  will  generally 'use 
the  first  ones  shown,  and  when  we  wish  to  speak  of  these  we  will  simply 
call  them  f  and  v.     When  we  wish  to  indicate  the  second  ones,  we  will  call 
them  2nd  f  and  2nd  v.     This  rule  will  apply  in  all  cases  where  there  are  two 
strokes  for  one  consonant. 

4.  In  shorthand,  it  is  of  great  importance  to  secure  good  angles  at  the 
joining  of  strokes.      Therefore  we  will  use  2nd  f  before  t,  d,  ch,  j,  th,  and 
the,  and  after  k,  g,  m,  second  n,  ing,  r,  h,  and  w,  and  in  any  other  case 
where  better  angles  would  result. 

5.  Ordinarily  we  will  use  v,  but  in  order  to  secure  good  angles  we  will 
use  2nd  v  before  k,  g,  and  r;  and  after  ch,  j,  and  y,  or  in  any  other  case 
where  better  angles  would  result. 

6.  The  sh  and  mp  we  will  alwavs    make  downward    when    standing 
alone;  but  when  joined  to  other  strokes,  they  may  be  made  in  the  most  con- 
venient direction.      In  reading  these  two  strokes,  it  is  always  necessary  to 
know  in  which  direction  they  are  made;  therefore  we  will  make  it  a  rule 
never  to  make  them  upward  unless  they  are  joined  to  some  other  character 
jn  such  a  way  as  to  leave  no  doubt  as  to  their  direction. 

•  7.  A  good  way  to  learn  the  correct  use  of  the  strokes  is  to  study  the 
examples  given  in  the  reading  exercises.  Observe  closely  and  think,  and 
when  you  do  the  writing  exercises  try  to  profit  by  your  observation.  In  other 
words,  it  should  not  be  necessary  to  tell  you  everything,  although  the  rules 
here  given  are  very  full— there  are  many  things  you  can  see  for  yourself,  if 
you  will  just  keep  your  eyes  open. 

Note:  Always  use  first  f  and  v  when  standing  alone;  also  use  them  when  joined 
to  other  strokes,  unless  there  is  some  advantage  in  using  the  second  ones.  Observe 
that  the  last  sound  in  words  like  piped,  pupped,  kicked,  i.-to.,  is  t,  not  d. 


31 


' 


Reading  Exercise. 

» —  ^  r  K"  r.~i  *~ 


d 


---  _  —  // 

"       '  ' 


.  WRITING  EXERCISE. 

Write  the  following   words  in  longhand  and  then  in  shorthand, 
using  the  words  given  in  the  aboye  exercise  as  examples. 

1.  Tea,  paw,  coy,  each,  eat,  odd,  tip,  cheap,  peach,  botch,  jig, 

2.  Fido,  fog,  thigh,  fish,  tie,  sheep,  job,  shop,  eve,   copy,   fop, 

3.  Eyes,  icy,  saw,  body,  jockey,  keep,  oddity,   sheepish,   offish, 

4.  Chock,  chop,  dodge,  pithy,  foppish,  cocked,   shoddy,   guide, 

5.  Easy,    dizzy,    peeped,    busy,    defy,   fishy,    itchy,  pock,    Bob, 

6.  Kitty,  deify,  piped,  kicked,  chick,  coffee,  shoddy,  popped. 


32 

NEW  CENTURY  SHORTHAND. 


•Second=Position  Words. 

1.  We  will  now  take  up  the  second  position,  and  bring  in  eight  mixed 
strokes,  1,  m,  n,  ng,  r,  h,  w,  and  y,  the  last  of  .the  alphabet.  We  will  also, 
by  way  of  contrast,  introduce  words  of  the  first  position. 

17-  /"  ......  el     npord.      1         as  in  lull 

ia   >-    ^~  Observe  that  the  r,  h,  and 

IS.  /'or  XT..  em    '  m  "  maim          w    are  a  trifle  longer  than 

en    1  to  r         n  "  noun          the  other  lettej"s,   and  that 

' 


21.  /  ......  ar    up  r  "rear  from  the  ch  by  reason  of  the 

/  difference     in     length    and 

22.  f    ......  hay  «  h  "  hardy  slant,  and  because  r  is  al- 

23  /        ..way"  w  "west  ways  made  upward,  and  ch 

0  a  1S  always  made  downward. 

24.  /    ......  yay  down  y  "  yes 

2.  The  strokes  1  and  m  should  always  be  made  upward  when  standing 
alone,  but  when  joined  to  other  characters  they  may  be  made  in  the  most 
convenient  direction.     It  is  necessary  to  know  in  which  way  they  are  written, 
so  that  when  we  go  to  read  them  we  can  tell  at  which  end  to  start. 

3.  In  words  beginning  with  a  vowel  and  followed  by  1  or  m,  the  1  or  m 
should  be  made  downward  before  k,  g,  f,  2nd  v,  m,  n,  ng,  or  2nd  ng.     Thus, 
in  such  words  as  alike,   alive,  alum,  along,  etc.,  use  downward!;    and  in 
words  like  amuck,  among,  etc.,  use  downward  m.     In  regard  to  ng,  this  rule 
will  not  necessarily  apply  if  ng  is  part  of  a  verb,  as  in  ailing,  aiming,  etc. 

4.  The  stroke  1  should  be  made  downward  after  k,  g,  2nd  f,  v,  th,  the, 
2nd  n,  ng,  r,  h,  or  w,  unless  it  is  followed  by  a  vowel,  in  which    case    it 
should  be  made  upward  after  all  these  strokes  except  2nd  n  and  ng. 

5.  The  stroke  m  should  be  made  downward  after  2nd  f,  v,  th,  the,  2nd 
n,  ng,  1,  or  m.      When  m  is  followed  by  a  vowel,  it  should  be  made  upward 
after  k,  g,  v,  1,  «,  r,  or  h. 

6.  In  regard  to  n  and  2nd  n,  the  first  one  shown  can  be  used  before  all 
the  strokes  except  p  and  b;  but  in  order  to  secure  good  angles  it  will  be  bet- 
ter to  use  2nd  n  before  p,  b,/,  d,  2nd  f,  v,  s,  z,  sh,  mp,  downward  1,  downward 
m,  or  h;  and  after  v,  r,  h,  or  w.      This  rule  applies  principally  .when    the 
stroke  n  is  used  at  the  beginning  or  end  of  a  word.      In  the  middle  of  an 
outline  either  one  may  be  used  ,  but  it  will  generally  be  better  to  accommodate 
the  n  to  the  stroke  which  precedes  it  rather  than  to  the  one  which  follows  it. 

7.  The  first  ng  shown  should  be  used  ordinarily,  but  2nd  ng  should  be 
used  after  p,  b,  t,  d,  ch,  j,  f,  2ndv,  th,  the,  ory.     It  may  also  be  used  in  any 
other  case,  either  before  or  after  strokes  where  better  angles  would  be  secured. 

8.  In  making  the  w  and  y,  start  the  circle  just  where  it  joins  the  stfoke, 
and  turn  it  from  right  to  left,  in  the  direction  of  the  hands  of  a  clock. 

9.  Indistinct  or  obscure  sounds  may   be  omitted.      Thus,   the   word 
tongue  may  be  spelled  t-u-ng;  rung,  r-u-ng. 

10.  If  no  vowel  is  written  before  the  ng,  the  short  I  is  understood.  Thus. 
ng-k  in  the  first  position  will  spell  ink. 

Note:  The  1  should  be  made  upward  unless  a  ruio  is  given  for  making  it  down- 
ward. The  m  la  made  upward  when  standing  alone,  the  second  m  being  preferred  if 
no  shading  is  uged.  See  other  rules  for  the  use  of  m  in  paragraphs  3  and  5. 


33 


Reading  Exercise. 


PT.V4 


WRITING  EXERCISE. 


Take  care  to  place  all  second-place  vowels  at  the  center  ot  some 
stroke,  the  light  ones  before  the  second  stroke  ;  and  all  first-place 
vowels  at  the  beginning  ot  some  stroke. 

1.  So,  Coe,   Poe,  beau,  dough,  etch,  edge,  jay,  age,  fay,  they, 

2.  Say,  lay,  owes,  shay,  no,  know,  ray,  rainy,  Duffy,  Kelly,  fake, 

3.  Lake,  jetty,  bellowing,  pony,  penny,  berth,   dummy,  chunk, 

4.  Coping,  caking,  foam          rowing,  etching,  saying,  haying 

5.  Name,     numb,   knave,     shave,    lumping,    heavily,    mailing. 


The  second  m,  and  the  r,  h,  and  w  should  slope  at  the  same  angle,  and  may  be 
made  even  more  horizontal  than  here  shown.  If  two  ways  are  given  to  make  one  letter, 
as  for  instance  the  f,  the  first  Is  prefered,  the  second  one  being  the  exception. 


34  s 

NEW  CENTURY  SHORTHAND. 

Third='Position  Words. 

1.  Once  more  we  come  to  the  third  position;  and  this  time,  by  way  of 
contrast,  we  will  introduce  words  containing  vowels  of  all  three  positions. 
Let  us  try  now  to  get  a  clear  idea  of  what  we  are  doing. 

2.  Concerning  the  three  positions,  it  must  be  remembered  that  the  sec- 
ond is  the  natural  or  normal  position,  and  that  we  write  some  words  in  the 
first  and  some  in  the  third  in  order  to  tell  them  from  those  of  the  second 
when  vowels  are  omitted.     However,  it  will  not  always  be  necessary  to  dis- 
tinguish words  in  this  way,  for  the  reason  that  there  are  many  words,  especi- 
ally those  of  long  and  distinct  outline,  that  may  safely  be  written  in  the 
second  position  regardless  of  their  accented  vowel.      Take    for   instance   a 
word  like  notoriety.      Although  the  accent  comes  on  the  i,  it  will  not  be 
necessary  to  write  it  in  the  first  position,  because  it  has  such  a  long  outline 
and  is  so  different  from  any  other  word  that  we  do  not  need  the  aid  of  posi- 
tion to  enable  us  to  read  it.      It  should  now  be  clear  to  you  that  it  is  only 
necessary  to  write  words  in  the  first  and  third  positions  when  such   words 
might  be  misread  if  placed  on  the  line. 

3.  Get  it  fixed  in  your  mind  that  it  is  not  the  first  vowel  in  a  word  that 
determines  its  position,  but  the  accented  vowel.     Also  that  it  is  not  the  first 
stroke  in  an  outline  which  is  placed  according  to  the  rule  of  position,  but  the 
first  upright.     Look  over  the  alphabet  and  you  will  discover  that  all  the 
strokes  are  uprights  except  k,  g,  n,  and  ng.     Observe  carefully  the  examples 
given  in  the  reading  exercise,  and  you  will  see  that  the  first  upright  stroke 
takes  the  position  whether  it  comes  at  the  beginning,  middle,  or  end  of  an 
outline.      Thus,  in  the  word  type  the  t  is  written  one-half  its  own  length 
above  the  line;  in  the  word  kitty  the  t  is  a  half  stroke  above  the  line,   which 
throws  the  k  a  stroke  and  a  half  above  the  line;  in  the  word  keeping  the  p 
takes  the  position.     The  same  rule  applies  to  words  of  'the  second  and  third 
positions.     In  the  second  position  the  first  upright  always  rests  on  the  line, 
and  in  the  third  position  it  always  goes  through  the  line. 

4.  There  are  three  things  to  determine  when  writing  a  word   in  short- 
hand.      First,  the  position  ;    second,  the  outline  ;    third,  where  to  place  the 
vowel    or   vowels.      As  a  beginner,   of  course  you  will   do  these  things  very 
slowly,  but  after  you  are  better  acquainted  with  the  subject  you  can  do  them 
more  readily;  and  when  you  get  to  writing  from  dictation  and  omitting  vowels, 
you  will  find  it  an  easy  matter  to  think  of  the  position  and  the  correct  outline. 

5.  By  following  the  rules  given  in  regard  to  the  use  of  certain  strokes 
you  will  be  able  to  read  your  notes  more  readily  when  vowels  are  omitted. 
Keep  in  view  all  the  time  the  fact  that  you   are  finally  to  read  your  notes 
without  vowels,  and  therefore  advantage  must  be  taken  of  every  scheme  to 
indicate  the  location  of  the  vowels.       For  instance  the  use  of    downward  1 
before  k  will  indicate  to  you  clearly  that  a  vowel  precedes  the  1,  otherwise 
you  would  have  written  the  1  upward. 


35 


Reading  Exercise. 


7-  ^  J*        ^f        J* 

7  .  .X-T  ^r^.-X-K  ^ .  rfS 


WRITING  EXERCISE. 

Pay  close  attentiott  to  the  rules  of  position,  placing  of  vowels,  and 
use  of  strokes. 

1.  Tick,    tuck,   tack,  coy,  egg,    ague,  gag,  tip,    chubby,  chap, 

2.  Reaping,  roping,  wrapping,   ink,  nape,  nap,  tattoo,   tallyho, 

3.  Attain,    assign,    achieve,    ratify,   lifelong,    doily,    folk,    rule, 

4.  Unruly,  roil,  roily,  palliate,  merino,  defying,  wooing,  awoke, 

5.  Ahead,  aloof,  lodging,  latching,  match, along,  recheck,  red 

6.  Fag,  lookout,  abed,  Abbott,  abiding,  cupola,  tallow,   newly. 


Note:     In  such  words  as  bowel,  duel,  etc.,   the  1  should  be  made  downward,   thus 
indicating  two  consecutive  vowels  between  the  two  consonants. 


36 

Circle  wT  and  Z. 

1.  The  frequent  sounds  of  s  and  z  are  represented  by  a  small  circle, 
written  at  the  beginning,  middle,  or  end  of  a  stroke,  and  made  with  a  con- 
tinuous movement  of  the  pencil. 

2.  On  straight  strokes,  the  circle  is  always  turned  in  the  opposite  direc- 
tion of  the  hands  of  a  clock.     On  curves  and  between  strokes  it  accommo- 
dates itself  to  the  direction  of  the  strokes. 

3.  The  following  rules  for  turning  the  circle  will  be  found  helpful: 
1st.     On  the  right  side  of  p,  b,  t,  d,  ch,  j  and  y.     2nd.     On  the  upper  side 
of  k,  g,  r,  h,  and  w.     3rd.     On  the  inside  of  all  curves.     4th.     Between  two 
straight  strokes  joining  at  an  angle,  outside  the  angle.     5th.     Between  a 
straight  stroke  and  a  curve,  inside  the  curve. 

4.  In  this  and  in  following  lessons,  the  student  may  refer  to  Table  of 
Appendages  for  correct  joining  of  circles,  etc.,  to  the  various  strokes. 

5.  At  the  beginning  of  a  stroke,   the  circle  represents  the  sound  of  s 
only;  in  the  middle  or  at  the  end,  it  may  represent  the  sound  of  s  or  z. 

6.  Vowels  cannot  be    read  before  the  initial  circle  or  after  the  final 
circle.      Therefore  if  a  circle  begins  an  outline,  commence  with  the  circle 
and  then  go  to  the  vowels.     At  the  end  of  an  outline,  the  circle  is  always 
read  last.     Remember  these  rules,  and  don't  waste  your  time  trying  to  read 
a  vowel  before  the  initial  circle  or  after  the  final  circle. 

7.  The  circle  may  be  doubled  in  size  to  add  another  sound  of  s  or  z, 
atid  still  another  s  or  z  sound  may  be  added  by  turning  a  small  circle  within 
the  large  one.     The  circle  thus  enlarged  represents  the  sounds  of  sez,  zez, 
ses,  or  zes.     Talve  care  to  make  these  circles  considerably  larger  than  the 
small  ones,  so  that  you  can  tell  them  apart  readily.     The  rules  for  the  small 
circle  apply  also  to  the  large  circle. 

8.  No  vowel  can  be  placed  within  the  small  circle,  but  the  large  one 
can  be  vocalized,  the  vowel  reading  between  the  two  sounds  of  s  or  z.    Vowels 
may  be  written  out  of  their  regular  position  in  order  to  have  them  read  in- 
side the  circle.     Thus  in  the  word  exercise,  the  I  vowel  may  be  written  where 
third-place  vowels  usually  go  in  order  that  it  may  read  between  the  s  and  z. 
If  no  vowel  is  written  within  the  circle  the  sound  of  &  is  understood,  as  in 
the  word  recess.  EXAMPLES  OF  THB  RULES. 


Tea;  woes;  cities;  ease;  sales;  desk;  reason;  recess;  recesses;  exercise. 
9.  The  use  of  the  circle  modifies  to  some  extent  the  rules  for  joining 
certain  strokes.  For  instance,  2nd  n  is  generally  used  after  r,  in  order  to 
make  an  angle  between  the  strokes;  but  this  is  not  necessary  when  the  circle 
comes  between,  as  in  the  word  reason.  A  certain  rule  says  to  write  the 
second-place  light  vowels  before  the  second  stroke  where  they  come  between 
strokes,  but  in  a  word  like  desk  it  is  necessary  to  write  the  6  after  the  d,  in 
order  to  have  it  read  before  the  s. 

10.  You  will  have  no  trouble  in  reading  the  words  of  the  exercise  unless 
you  try  to  read  them  backward.  Remember  that  some  strokes  begin  at  the 
bottom,  and  therefore  you  should  start  at  the  bottom  to  read  them,  and  keep 
in  mind  that  vowels  placed  above  or  to  the  left  of  strokes  read  before  the 
sfxokes. 

Note:     The  small  circle  for  s  and  z  is  the  first  of  the  appviidaL 

Appendages,  pages  92  and  93  for  the  othcrs.Thesr  lirief  ways  of  representing  sounds 
make  shorthand  much  shorter  than  would  be  the  case  if  the  long  ones  were  to  be  used 
all  the  time. 


37 


Reading  Exercise. 


WRITING  EXERCISE. 

Make  the  complete  outline  of  a  word  before  lifting  the  pencil  ; 
then  insert  vowels  in  the  order  in  which  they  read,  beginning  with  the 
first. 

1.  Sty,  sight,   seek,  skies,   piece,  rays,   chase,   dose,   does,  vice, 

2.  Ties,  mice,  nice,  hues,  goes,  pies,  psalm,  slays,  disk,  gossip, 

3.  Resides,  deciding,  dozens,  cousins,  reasons,   hasten,   passive, 

4.  Losing,  refusing,  lessons,  senselessness,  sooner,  saner,  signer, 

5.  Unloosen,  lawlessness,  allowance,  possess,  possesses,  discusses, 

6.  Suspire,    system,    exercising,    unexercised,    abuses,    reduces 


448412 


38  rT';I?^ 

Word-Signs,  "Phrases,  and  "Punctuation  Marias. 

1.  Very  frequent  words  are  represented  by  short  signs,  usually  a  vowel 
Dr  one  or  more  consonants  of  a  word,  called  "word-signs."    As  an  example, 
!he  word-sign  for  a,  an,  or  and  is  the  short  a  vowel,  resting  on  the  line  of 
writing.     Write  and  pronounce  the  word-signs  dozens  of  times. 

2.  Many  words  go  together  naturally  and  easily;  such  words  we  write 
with  one  movement  of  the  pencil,  and  call  "phrases." 

.  3.  The  punctuation  marks  given  below  are  all  that  are  necessary  when 
taking  dictation.  When  corresponding  in  shorthand,  use  the  ordinary  long- 
hand marks  for  those  not  shown  here,  except  the  underscore,  which  should 
be  made  with  a  wavy  line.  Making  two  little  marks  under  a  shorthand  word 
indicates  that  it  should  begin  with  a  capital,  but  it  is  only  necessary  to  do 
this  in  doubtful  cases.  Ordinarily,  we  know  when  to  capitalize. 


./T.  AIM 

.(.          ' 

-AM      A*E      *S     D0    CIVE 
AND                   MAi              OVEN 

v    .V           /       xv    PH 

FOR      IN       IS     IT 
HIS 

RA.SCS:             .  .  ' 

MUCH   or   o*l»)    'OUR.  SHOULD 

•f 

THINK  THE 

TO    wee  WHICH  vco 

OF.  THE 

/IN:WHICH  TO-THt    on:  THE- 

~.  .  .  .  PUNCTUATION  MARKS:  .'/.  .  .      /. / 

YOl/.SHOULD  /PERIOD    £,    PARAGRAPH  /    QutJTION  NVAKK 

X  EXCLAMATION  «(     P  PAREMTMC^CS.  ^  CAPITAL.  =  HYPHEN,  x  DASH  I ErC 

4.  The  plurals  of  word-signs  are  usually  formed  by  adding  the  circle  s; 
and  ing,  by  adding  the  ng  stroke.     Word-signs  composed  of  a  consonant 
are  written  in  the  usual  direction  of  that  consonant.     Thus  the  word-sign 
for  are  is  written  upward,  and  the  word-sign  for  which  is  written  downward. 
The  vowel  word-signs,  such  as  of  and  to,  are  made. downward,   with   the 
exception  of  or  and  should,  which  are  always  made  upward.    It  is  important 
to  remember  this.     Take  care  not  to  make  them  too  long. 

5.  The  first  word  of  a  phrase  usually   takes   the   position,    as    in    the 
phrase  to:  do*  but  this  is  not  always  the  case.     For  instance,  in  phrasing  and: 
do,  it  is  better  to  let  the  word  do  rest  on  the  line,  and  join  the  and  to  it. 

6.  The  word-sign  for  a,  an,  or  and  when  standing  alone  must  always 
be  written  on  the  line  in  the  direction  of  t;   but  in  phrasing,  it  may  be  placed 
at  the  beginning  or  end  of  a  word  and  written  in  the  direction  of  t  or  k. 

7.  The  word-sign  for  the  when  standing  alone  must  always  be  writt*c 
above  the  line  in  the  direction  of  t.     In  phrasing,  it  is  written  only  at  v. 
end  of  words,  and  should  be  joined  at  a  sharp  angle,  in  the  direction  o/  o 
ch,  or  r.     Make  the  the  very  short,  about  -jV  of  an  inch  in  length. 

8.  Many  word-signs  may  be  inverted  or  reversed  in  phrasing  if  by 
doing  better  angles  are  secured,  as  in  the  phrase  in:  which. 

9.  The  sound  of  h  may  be  omitted  in  common  words  like  health  and 
help,  and  in  all  other  cases  where  its  omission  will  not  impair  legibility. 

10.     Finish  each  word  or  phrase,  pronouncing  the  word  as  you  insert  the 
vowels,  before  proceeding  to  the  next  word  or  phrase.     Think  as  vou  wort 

Note — The  letter  u  stands  for  up;  v.  verb;  n,  noun.  As  indicated  in  Par.  5.  the  first 
word  of  a  phrase  usually  takes  the   position,   but   the  sign  for  a,  an,  or  and   is  an  e* 
^eption     to  the  rule,   the  word  to  which  it  is  attached     being     written  in  Us  correct 
position. 


39 


Treading  Exercise. 


5    .G 


WRITING  EXERCISE. 

In  this  and  following  exercises  on  word  signs,  phrase  all  words 
having  colons  between  them;  omit  all  vowels,  and  use  only  shorthand 
punctuation  marks. 

1.  You:  should  think  right  if:  you  desire  to:  do  right.  2.  Un- 
readiness to:  do  tasks  may  cause  you  much  loss  in:  life.  3.  Give  some 
time  each  day  to:  thinking,  and  some  to  toiling.  4.  Money  is:  of 
some  use  to:  you  in:  the  days  of  failing  health.  5.  If:  you  help 
somebody  to:  do  right,  somebody  else  may  help:  you.  6.  If:  you: 
are  healthy,  you  should:  be  thinking  and  toiling  each  day.  7. 
Thinking  alone  should:  be  of  some  help  to:  you,  if:  you  think  right. 
8.  If:  you  desire  to:  be  wise,  you:  should  think  much  each  day:  and  hour. 


40 

Loops  for  JX  Zd,  and  Str. 

1.  A  small  final  loop  is  used  to  represent  the  sound  of  st  orzd.     It  may 
also  be  used  in  the  middle  of  an  outline  if  the  stroke  following  it  does  not 
cut  through  the  stroke  to  which  it  is  joined.     Thus  it  may  be  used  in  a  word 
like  adjusted,  but  not  in  a  word  like  basted. 

2.  The  st  loop  is  written  on  the  same  side  of  the  strokes  as  the  circle  s. 
See  rules  for  circle  s  in  previous  lesson. 

3.  No  vowel  can  be  read  within  the  loop  or  after  it.      If  the  sound  of 
st  or  zd  is  followed  by  a  vowel,  the  stroke  must  be  used,  as  in  pasty. 

4.  The  circle  s  may  be  added  to  the  st  by  turning  it  on  the  outside  of 
the  loop.  % 

5.  The  sound  of  r  may  be  added  to  the  st  loop  by  making  it  considerably 
larger,  it  being  then  called  the  str  loop.      The  rules  for  the  str  loop  are  the 
same  as  those  for  the  st  as  given  above,  except  that  a  vowel  may  be  sounded 
within  the  str  loop  when  it  comes  between  strokes,  but  not  written  within  it. 

6.  The  st  loop  should  be  made  short  and  flat  ;  the  str  loop  should  be 
made  large  and  full,  so  that  it  can  readily  be  distinguished  from  the  st. 

EXAMPLES  OF  THE  RULES. 

1".  ../ 


Paste;        fused;    justify;  pasty;      jests;        bolsters;        disturbing. 

7.  You  are  now  far  enough  along  to  begin  to  realize  that  shorthand  is 
not  such  a  hard  thing  after  all.     Make  up  your  mind  now  to  do  good,  neat 
work.     Keep  your  pencil  sharp,  and  write  both  your  shorthand  and  long- 
hand very  small,  and  see  that  the  lines  are  distinct  and  clear  cut.      After 
writing  a  page,  look  on  the  other  side  of  it  and  see  if  your"  pencil  has  left  an 
impression.     If  so,  you  are  pressing  entirely  too  hard. 

8.  In  the  previous  lessons  in  this  book   considerable  distinction  was 
made  between  the  light  and  heavy  strokes,  so  that  you  could  be  sure  to  read 
them.     Now  that  you   are  getting  more  familiar  with  them  it  will   not  be 
necessary  to  make  so  much  distinction,   and  hereafter  there  may  be  only  a 
slight   difference.      You  should  early  accustom  yourself  to  writing  with  a 
light,  sketching  movement,  curving  the  fingers  well  so  that  you   can  move 
them  in  any  direction  with  ease.      Grasp  the  pencil  very  lightly,  letting  the 
hand  slide  along  on  your  finger  nails  as  you  write;  and  try  to  go  all  the  way 
across  the  page  without  shifting  the  position  of  the  arm. 

9.  A  good  habit  to  acquire  now  will  be  the  "dictionary  habit."      Get 
acquainted  with  it ;    make   it  your  constant  companion.      If  in   this  book, 
either  in  the  instructions  or  in  the  lessons,  there  are  any  words  you  do  not 
thoroughly  understand,  look  them  up  as  you   come  to  them.       Study  their 
meaning  and  pronunciation  well.      Keep  in  mind  the  fact  that  shorthand 
will  be  easy  to  you  if  you  thoroughly  understand  longhand.      You    could 
probably  learn  shorthand  a  hundred  times  while  learning  English  once. 

10.  If  in  any  of  these  lessons  a  vowel  should  be  left  out  of  a  word,  or  a 
vowel  or  a  stroke  should  be  printed  a  little  too  light  or  too  heavy,  don't  say 
you  can't  make  it  out.  You  can  if. you  will  only  think,  and  now  that  you 
are  to  be  a  stenographer,  thinking  is  a  part  of  your  business. 

Not«':..The  st  loop  should  be  made  about  one-third  the  length  of  the  stroke  on 
which  it  is  placed,  and  the  str  about  two-  thirds.  It  is  well  to  make  the  st  rather  tlat, 
and  the  str  rather  full,  so  as  to  readily  distinguish  them  from  each  other. 


41 


Reading  Exercise. 


.    .a:^.  /nr.  a  xf.  .A 


WRITING  EXERCISE. 
Insert  the  vowels  in  this  and  following  exercises  on  words. 

1.  Joist,    just,   kissed,  gazed,  taste,   dust,  abused,   chest,  hoist, 

2.  Haste,  housed,  cast,  leased,  refused,  renounced,  denounced, 

3.  Unionist,  diffused,  vexed,  deposed,  disposed,  outlasts,  infused, 

4.  Forced,    invests,    vista,    hasty,     honesty,     density,     evinced, 

5.  Imposed,    unimposed,    rustiness,    falsity,    facility,    affianced, 

6.  Devised,   misty,  baster,  faster,  Custer,  lustre,  vaster,  testers, 

7.  Disturbing,   Baxter,   huckster,  Rochester,  Dexter,    songsters. 


Note:  The  st  and  str  loops  are  never  written  at  the  beginning  of  a  stroke. 
Words  like  stick,  step,  etc.,  should  be  writen  with 'the  s  circle  on  the  t;  and  words 
like  strip,  stroke,  etc.,  should  be  writen  as  explained  in  a  later  lesson  on  the  r  hook. 


42 

lVord=Signs  and  Contractions. 

1.  Contractions  are  somewhat  less  frequent  than  word-signs,  and  are 
often  made  up  of  a  word-sign  combined  with  a  consonant  or  consonants. 
The  word-signs  when  thus  used  are  frequently  reversed  or  inverted  in  order 
to  make  better  angles  with  the  preceding  or  following  stroke. 

2.  It  will  help  you  to  remember  the  word-signs  if  you  will  picture  them 
as  part  of  the  whole  word.     Thus,  thing  is  th-ng  with  the  th  left  off;    all  is 
a-1  with  the  1  omitted.     The  word  caused  is  written  with  the  stroke  d  so  as 
to  tell  it  from  cost. 


Wo«o 
1 

•  &IGNS" 

*  —  \  s 

V.    •    t                     .  V. 

^S 
..f      ^ 

( 

ALL   ANY    8C     FiRiT 

HAVE    AM               HOW 
HIM  HOME 

.  .  V      CONTRACTION! 

f 
LONG,    MAY    ONE    ONES 
C»«»)                ONCE 

>_*          "—I  • 

i;-.-TV\  V  .  .  v^v   .  . 

THEM 

THINC 

VHOSI* 

'  THOUGH  VHOM    WILL,   WITH 

NEVER 

u 

METHINQ 

THUS  V«««> 

3.  It  may  have  occurred  to  you  that  many  words  in  shorthand  look  ex- 
actly alike,  even  when  written  with  vowels,   and  you  may  wonder  how  we 
tell  them  apart.     It  must  be  confessed  that  when  standing  alone  it  is  some- 
times impossible  to  tell  the  word  intended,  but  when  placed  in  a  sentence 
the  meaning  is  at  once  apparent.      Thus  in  the  sentence  "I  went  by   the 
grocer's  on  my  way  to  buy  some  meat,"  the  difference    between    the   two 
words  is  very  plain.     In  longhand,  also,  there  are  many  words  spelled  ex- 
actly alike,  and  can  be  distinguished  only  in  the  same  way.     For  example, 
take  such  words  as  bat,  lower,  lead,  read,  jet,  box,  and  hundreds  of  others. 
In  longhand  many  words  cannot  be  pronounced  with  certainty  even  when 
seen  in  plain  print.     Takeforexample  the  sentence,  "I  read  the  papers  every 
ddy."     This  should  convince  you  that  in  a  very  important  sense  shorthand 
is  superior  to  longhand,  for  this  sentence  could  be  read  with  certainty  in 
shorthand,  the  present  and  past  tenses  of  the  verb  to  read  being  readily 
distinguished  by  position. 

4.  It  is  the  opinion  of  the  author  that  in  the  course  of  time  shorthand 
will  take  the  place  of  longhand  as  a  means  of  communication,  and  there  is 
no  good  reason  why  it  should  not.  %  It  can  be  learned    in    a   much    shorter 
time,  and  when  once  learned  it  can  be  written  with  much  less  effort.     It  is 
a  lifetime  study  to  learn  English,  and  very  few  master  it.     Shorthand  is  so 
simple  that  a  child  can  learn  it,  and  when  once  learned  there  need  be  no 
worrying  about  the  spelling  of  words. 

5.  When  writing  the  sentences  in  your  note    book,    commence   about 
half  an  inch  from  the  left-hand  margin  of   the   page    and    stop    about  an 
inch  from  the  right-hand  margin.     If  your   note  book  is  six  inches  wide, 
you  can  easily  write  25  words  on  a  line  and  still  leave   a    margin    on   each 
side.     Make   a   practice   from    the    beginning  not  to  write  too  close  to  the 
margins,  especially  the  right-hand  margin.     You  will  understand  the  reason 
for  this  better  when  you  get  farther  along. 

6.  As  you  write  the  sentences,  say  the  words   over  to  yourself,   and 
picture  them  in  your  mind.     In  the  school-room  you  should  not  say  them 
out  loud,  but  if  you  are  where  you  will  disturb  no  one  by  so  doing  it  will  be 
better  to  practice  in  this  way. 


U 


Reading  Exercise. 
**7> 


\VRITIKG  EXERCISE. 

1.  You:  should  do:  the  best  thing  you  think  of  first,  and  leave 
some  things  to:  the  last.  2.  If:  you:  are  imposed  upon,  you:  will:  do: 
right  to:  reason  with:  the  imposer.  3.  You:  should  avoid  disturbing 
existing  things,  if  they  cause  you  no  .annoyance.  4.  If:  you  have 
caused  loss  to  anybody,  you  should:  be  willing  to  give  him  something 
to:  repay  him.  5.  You:  should  avoid  exposing:  the  follies  of:  the  ones 
you:  love.  6.  Do:  the  best  you:  know  how  each  day,  and  you:  will 
succeed.  7.  Receive:  the  news  of:  loss  with  coolness,  and  with:  a 
resolve  to:  do  something  to  stop  it.  8.  Being  just  to:  those  whom  you: 
love  should  cause  them  to:  be  just  to:  you.  9.  Posters  are  pasty 
things,  and  should:  be  disposed  of  slowly.  10.  Take:  the  big  duster, 
and  dust  off  the  oak  desk  each  day. 


44 

'Brief  W  and  Y;  W  Hook,  and  J*fc?  Loop. 

1.  A  small  semi-circle  is  used  for  brief  w.  Standing  alone  it  opens  to 
the  right  or  left,  and  is  used  for  word  signs.  Joined  to  other  strokes,  as  a 
part  of  a  word,  it  is  written  in  the  most  convenient  manner,  and  may  open 
in  any  direction;  except  at  the  beginning  of  k,  g,  p,  b,  t,  and  d.  See  T  of  A. 
At  the  beginning  of  a  stroke,  no  vowel  can  be  read  before  the  brief  \v;  at  the  end 
of  a  stroke,  a  vowel  may  be  read  after  it,  and  the  circle  s  may  be  written  within  it  . 
Words  beginning  with  a  vowel,  followed  by  w,  as  awake,  await,  etc.,  should 
be  written  with  the  stroke  w,  not  the  brief  w. 

EXAMPLES  OF  BRIEF  W. 


Wake;    weep;   wit;    witch;       wife;       wave;  wash;  wing:;  Edwin;  subway;  unwise. 

2.  The  brief  y  is  a  small  semi-circle  opening  downward  or  upward.     It 
is  na>er  joined  to  other  strokes  as  a  part  of  a  word,  but  as  a  word-sign  it 
may  occasionally  be  phrased  with  other  words. 

3.  The  w  hook  is  a  small  reversed  hook,  in  appearance  somewhat  like 
the  brief  w.    It  is  used  only  at  the  beginning  of  six  strokes,  k,  g,  p,  b,  t,  and 
d,  and  is  joined  at  right  angles  to  the  stroke.     The  circle  s  may  be  written 
within  the  w  hook,  as  in  the  word  squeak.      Unlike  the  brief  w,  the  w  hook  is 
always  read  after  the  stroke.     Thus,  the  six  strokes  read  kw,  gw,  pw,  bw,  tw, 
and  dw.     A  vowel  placed  before  one  of  these  strokes  is  read  first;  then  the 
stroke;  then  the  hook,  then  the    w,  as  in  the  word  equity,  e-k-w-i-t-i. 

EXAMPLES  OF  THE  W  HOOK. 


Bquity;       guano;      twig;       dwell;    acquire;       quick;      squeak;    sequel;    untwist. 
4.     The  sw  loop  is  a  small,  flat  loop  joined  at  an  angle  to  certain  strokes. 
It  may  be  written  at  the  beginning  of  strokes  or  between  them,  but  never  at 
the  end.     Like  the  circle  s  and  brief  w  and  y,  no  vowel  can  be  read  before 
it.     It  is  joined  to  the  strokes  in  the  most  convenient  manner.     Sw  before 
upward  1  and  m  may  also  be  written  as  shown  in  the  word  sz^ell  '. 
EXAMPLES  OF  THE  Sw  LOOP. 

*-  -K       f    T        f 


\ 
. 


. 

Swig;  swap;  sweat;  switch;  Swiss;  swell;  swim;       swine;       swore;        dissuade. 
5.     The  brief  w  and  y  may  be  written  in  the  place  of  vowels,  and  thus 
add  the  sound  of  w  or  y  to  the  vowel  of  that  position.       When  used  in  this 
manner,  the  w  must  always  open  to  the  right  or  left;  and  the  y  up  or  down. 
They  may  be  made  heavy  when  used  for  long  vowels,  as  in  bequeath. 
EXAMPLES  OF  BRIEF  W  AND  Y  USED  AS  VOWELS. 


,4;. 


Request;  bequeath;  unquiet;    iniquity;    ambiguity;    unyoke;    ammonia. 
Note:    The  sound  of  h   may  he  added   to  the  stroke  of  w  and   to  the  brief  w    (when 
the  brief  w  is  joined  to  another  consonant)   by  making  them  heavy,  as  in  why,  wheat, 
etc.,  but  In  actual  work  this  will  seldom  be  necessary. 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Wig,  woke,  wet,  watch,  watchtower,  weak,  walking,  weakness, 

2.  Web,  wing,  witty,  wittiness,  wine,  witlessj- winner,  wail,  wake, 

3.  Awoke,  wait,  await,  awaiting,  witnesses,  wooden,  woodenware, 

4.  Weal,  Welch,  worst,  Welsh,  wily,  ware,  warehouse,  wearing, 

5.  Outwitting,   twig,   quiet,    squaw,    queer,   queerer,    queerness, 

6.  Quiz,    quest,    tweak,    equinox,    swale,    swore,    Swede,  swine, 

7.  Sweeper,  swinging,  iniquity,  adequacy,  inadequacy,  Eugenia. 


46 

Etc. 


1.  Most  figures  arc  written  the  same  as  in  longhand,  but  it  is  better  to 
write  1  and  6  in  shorthand,  when  standing  alone,  because  the  figure  1  looks 
too  much  like  the  shorthand  ch,  and  the  figure  6  like  the  shorthand  ths. 

2.  The  dividing  line  may  be  left  out  in  fractions,  and  in  writing  dollars 
and  cents  drop  the  cents  under  the  line,  and  thus  obviate  using  the  dollar 
sign  and  the  decimal  point.     Never  use  the  ordinary  dollar  sign  in  shorthand. 
When  hours  and  minutes  come  together,  write  the  minutes  slightly  above  the 
hours.     In  writing  dates,  the  century  may  be  omitted.     Thus,  July  4/76 
means  July  4,  1976.     Omit  th,  st,  etc.,  after  dates  and  figures. 


'  ...V.    •         .  .'.  V.  ------- 


•  -<J,"    •  DOLLAR     HE     HERE     HIM  -     I         POSSIBLE      SEVERAL    TOGETHER. 

MOW  HEAR    HOME     ^OPE     EVE  •' 


C 


r 

CONTRACTIONS:  . 


U.  5       WE   WERE    WHAT   WHEN    WOULD     YEAR'S.  IMPOSSIBLE          QUALITY. 

—  (.»IM) 

PHRASES:  *  ..  .A.   .....  .!..„. .). .  \   . .  •    ^"^ 

AS    T»     I  \0tt    «VTM€    SlT'WO«L08t:TM€  MAY  »t    |  TO  DAY    TO  >AO»RO*    WE!  VWIL.U  WHAT  WERE 


3.  In  the  study  of  shorthand,  you  should  keep  constantly  in  mind  the 
fact  that  you  are  learning  principles  on  which  to  build  words,  and  that  the 
words  and  phrases  given  in  the  book  are  merely  examples  of  what  can  be  done 
with  those  principles.  Master  them  thoroughly,  and  you  can  write  any  word 
in  the  English  language,  and  perhaps  many  other  languages.  Consider  what 
a  hopeless  task  it  would  be  if  you  had  to  memorize  an  arbitrary  way  of  writing 
all  the  words  of  your  language.  It  would  take  you  a  lifetime  to  do  it,  for 
the  English  language  contains  thousands  upon  thousands  of  words,  and 
an  endless  number  of  derivatives. 

REVIEW  QUESTIONS. 

1.  How  many  positions  are  there  in  shorthand?  ^.  Which  is  the  normal 
or  natural  position?  3.  Why  do  we  write  words  in  the  other  positions?  4.  Is 
it  necessary  to  put  all  words  incorrect  positions;  and  if  not,  why  not?  5.  If  a 
word  having  more  than  one  vowel  is  written  in  a  certain  position,  what  is 
indicated?  6.  Describe  the  circle  s,  telling  how  it  is  joined  to  strokes,  the 
direction  turned,  how  it  reads,  etc.  7.  Do  the  same  with  the  large  circle, 
describing  the  difference  between  it  and  the  small  one.  S.  How  is  another  s 
added  to  the  large  circle?  9.  When  the  large  circle  is  vocalized,  how  is  the 
vowel  read?  10.  What  is  a  word-sign?  11.  What  is  a  phrase?  12  Howare 
the  plurals  of  word-signs  formed?  13.  In  order  to  make  better  angles  when 
joined  to  other  strokes,  what  may  be  done  with  some  word-signs?  14.  What 
sound  may  be  omitted  from  common  words?  IS.  Describe  the  st  loop, 
telling  what  sounds  it  represents,  and  how  the  s  may  be  added  to  it.  16.  Do 
the  same  thing  with  the  str  loop,  and  tell  the  difference  between  it  and  the 
st.  17.  What  is  .a  contraction? 


47 


Reading  Exercise. 

b 


WRITING  EXERCISE. 

1.  I:  think:  the  best  thing  for:  me  to  do  is  to:  write  to  Papa  today 
for  $5.50  %.  2.  My  birthday  will:  be  on  August  10,  1999,  and  I:  hope 
Mama  will  give:  me  something  nice.  3.  The  best  thing  to:  do,  I:  think,, 
will:  be  "to:  go  to:  the  bank  at  3:45  tomorrow.  4.  One  of:  the  best 
things  anybody  does  is  to  deposit  money  in:  the  bank  each  day  of:  the 
year.  5.  What  would  you  do  if:  you  had  $500.50  on  deposit  in:  the 
bank  at  one:  time?  6.  Suppose  you  give:  me  back  the  $6.66%  you 
borrowed  one:  day  last  week  when  you  and  I  were  out  walking.  7. 
It:  would:  be:  the  best  thing  to:  do  to  say:  the  least,  and  you  should: 
do  it  now.  8.  One  of:  the  best  things  in:  li-fe  is  to:  save:  a  few  dollars 
weekly  for:  a  rainy  day. 


48 

The 

1.  A  small  initial  hook  on  most  of  the  strokes  is  used  for  r.      It  may 
also  be  written  medially,  but  it  is  always  considered  to  be  at  the  beginning 
of  the  following  stroke,  as  in  taper.     Although  the  hook  is  made  first,  it  is 
read  after  the  stroke,  and  a  preceding  vowel  is  read  before  the  stroke  and 
hook,  as  in  the  word  April. 

2.  The  r  hook  is  used  mostly  in  words  having  no  distinct  vowel  sound 
between  the  stroke  and  the  hook,  as  in  crow,  grow,  pray,  tray,  etc.     It  is  not 
used  in  words  tike  pair,  dare,  fair,  etc.     These  and  similar  words  should  be 
written  with  the  full  strokes. 

3.  When  the  r  hook  comes  between  strokes  it  is  sometimes  impossible  to 
form  it  perfectly.     Without  lifting,  retrace  the  preceding  stroke,  as  in  diggct  . 

4.  It  not  being  necessary  to  use  the  r  hook  on  the  strokes  s  and  z,  we 
will  use  this  combination,  for  thr  and  ther,  and  thus  have  two  ways  of  writing 
thr  and  ther.     We  will  give  preference  to  the  ones  shown  first  in  the  T.  of 
A.  ,  which  see.     If  the  r  hook  is  on  strokes  that  can  be  turned  in  two  ways,  the 
easier  way  should  be  chosen  when  written  medially.      In  words  like  defray 
and  chafer  it  will  be  found  easier  to  use  the  second  fr. 

EXAMPLES  OF  THE  R  HOOK. 


Grow;     try;        free;      bother:        pear;        pry;    cheaper;  treasure;  throwing. 

5.  The  circle  s  may  be  written  within  the  r  hook,   either  initially  or 
medially.     On  the  first  six  strokes  of  the  alphabet,  the  circle  should  not  show 
within  the  hook,  but  should  be  joined  direct  to  the  stroke.     The  circle  thus 
joined  should  be  turned  in  the  direction  of  the  hands  of  a  clock.      We   will 
call  these  strokes  skr,  sgr,  spr,  sbr,  str,  and  sdr.      The  large  circle  may  be 
joined  to  these  six  strokes  in  the  same  manner,  as  in  the  word  sister.    These 
circles  joined  to  the  strokes  in  this  manner  will  never  be  mistaken  for  the 
simple  s  or  sez  circles,  for  the  reason  that  the  latter  are  always  on  the  other  side. 

6.  When  the  sr  combination  comes  between  strokes  in  words  like  disgrace, 
subscribe,  etc.,  the  s  circle  is'  turned  in  the  usual  manner  at  the  end  of  the 
preceding  stroke,  and  the  following  stroke  is  made  without  rifting  the  pencil. 
In  the  word  disgrace,   given  below  as  an  example,  the  circle  is  left  slightly 
open  '.o  show  the  manner  of  its  turning,  but  in  writing  this  and  similar  words 
take  care  to  complete  the  cjrcle.     It  is  sometimes  more  convenient  to  turn 
the  circle  as  shown  in  the  word  chestree. 


EXAMPLES  OF  THE  SR  COMBINATIONS. 


Spray;     strew;     sister;       prosper;       extreme;    disgrace;    chestree;     disaster. 
7.     Between  strokes,  in  words  \\kzextreme,  the  hook  should  show  plainly; 
but  in  words  like  prosper  it  should  not  show  at  all.     When  standing  alone, 
shr  and  mpr  are  always  made  downward,  but  when  joined  to  other  strokes, 
make  them  in  the  most  convenient  direction. 


49 


Reading  Exercise. 


2     . 


4  . 


WRITING  EXERCISE. 

1.  Tree,  dray,  dry,  drew,  truck,  drum,  brass,  dressed,  undressed, 

2.  Labors,     laborer,     grudge,,  ogre,    creeps,    crouch,     crutch, 

3.  Begrudge,  decrease,  progress,  progressive,  toper,  sober,  setter, 

4.  Sadder,  supperless,  gracelessness,  frame,  freeing,  throwing, 

5.  Dreaming,  trooper,  scraper,  vigor,  invigorate,  injure,  digger, 

6.  Neighborly,  strainer,  imprison,  unstring,  tamper,  distemper, 

7.  Timber,    Jasper,    extreme,    repressing,    destroyer,    decipher, 

8.  Treasure,    descry,    sacrifice,    inscribing,    orchestra,    rostrum. 


BO 

Word=Signs,  Etc. 

1.  Another  short  list,  and  when  this  lesson  is  mastered,  you  will  be  far 
enough  along  to  write  short  business  and  friendly  letters.  You  should, 
however,  confine  yourself  strictly  to  the  exercises  given  herein. 

W-S,  1     L  ..L..^.       ..,..<>..    ..f.        .J.  ..(...  ..c. 

DEAR    FAVOR     FROM    MR,.     NOW      OvuE    OVCI\     SATISFY-ECr      SHALL     THANK   THAT 
EVERY  OH,0   VERY    SATISFACTORY 

V     .    /    ..Cons.  ..s^,          /\        .  PM&    <5T^ 

INQU'RE-Y     INSTANT    NELXT    RES.PE.CVED  AS  SOON.  Ab     ANO.WOULO 

H)  RLSPtCTFUL-LY 


^ 

^  .....  ..........  \-/*)  ...... 

OE.ARSIR  HE.-WILL   I.-AM       IlWILLOr.A  1  </  Yf 

YOU:  HAVE     iNlvouR:ciTr   VCRY:TRULV  YOURS 

2.  Observe  that  in  phrases  like  he:  ivill  and'  /.•  will  only  a  part  of  the  / 
is  used  ;  aud  remember  too  that  the  first  word  of  a  phrase  almost  always  takes  the 
position.     For  instance,  in  the  phrase  be:  there  the  word  be  rests  on  the  line. 

3.  Several  words  joined  in  a  phrase  like  for:  a:  few:  days  may  seem 
confusing  at  first,  but  after  a  while  it  will  be  much  easier  to  read  and  write 
them  when  so  joined.     Notice  that  only  such  words  as  are  closely  related  to 
each  other  and  can  be  easily  joined  are  phrased.     Phrasing  makes  them  more 
easily  read  when  transcribing,  for  we  can  see  them  all  at  a  glance,  and  we 
know  that  there  are  no  punctuation  marks  between  them. 

4.  In  shorthand,  we  use  periods  only  at  the  end  of  sentences,  and  not 
after  initials  or  abbreviations.     Initials  may  be  written  in  the  ordinary  script, 
using  the  small  letters.     Thus,  we  cray  means  W.  C.  Cray. 

5.  The  handling  of  names  of  persons  when  writing  rapidly  is  sometimes 
a  very  puzzling  thing,  and  the  question  is  often  asked,   "Shall  I  write  the*m 
in  shorthand  or  longhand?  "     It  depends.     If  you  are  taking  dictation  from 
any  one,  and  he  spells  a  name  to  you,  most  assuredly  write  it  in  longhand, 
taking  care  to  write  it  plainly.     If  it  is  not  spelled  to  you,  and  it  is  a  very 
common  name,  like  Smith  for  instance,  write  it  in  shorthand,  and  when  you 
transcribe  it  spell  it  in  the  ordinary  way.     You  may  make  it  a  rule  to  spell 
names  as  they  are  ordinarily  spelled  unless  you  know  positively  they  should 
be  spelled  some  other  way.     If  an  unusual  name  is  dictated  to  you,  it  will 
perhaps  be  better  to  ask  how  it  is  spelled  before  proceeding  further,  unless 
you  have  some  way  of  finding  out  for  yourself  the  correct  spelling.     Many 
stenographers  keep  an  alphabetical  list  of  the  names  of  all  with  whom  their 
employers  correspond,  and  thus  can  look  up  the  correct  spelling  in  a  moment. 

6.  A  well-written  shorthand  outline,  with  perhaps  a  vowel  inserted,  is 
far  superior  for  a  proper  name  than  badly  scrawled  longhand,  and  is  also 
much  better  than  writing  the  first  letter  of  a  person's  name  and  depending 
on  your  memory  for  the  rest  of  it.     Memory  is  a  very  fickle  thing. 

)  7.  While  reading  the  exercise,  keep  in  mind  that  the  words  written 
without  vowels  are  usually  word-signs  or  contractions.  If  any  of  them  appear 
strange  to  you,  look  over  the  previous  lists  —  you  may  have  forgotten  some 
of  them.  Perhaps,  too,  they  look  odd-to  you  because  of  the  addition  of  an 
$  or  an  ing,  as  in  the  case  of  dollars  and  hoping. 


51 


Reading  Exercise. 


1.    Brother  T.- 


, WRITING  EXERCISE. 
-Several  weeks  have  passed  since  you  wrote  to: 


me,  and  I  should  like  very  much  to:  know  what  you:  are  going  to:  do 
with:  the  house  you:  have  for:  sale  here.  Shall  I  sell  it  for  $900,  or 
shall  I  keep  it  in:  the  hope  of:  an  increase?  Yours:  in:  haste,  Will. 
2.  Mr.  J.  W.  Harrison,  Mobile,  Ala..  Dear:  Sir: — It:  is  possible  that  I 
may:  be  in:  your:  city  on:  the  18th  instant,  and:  would  like:  to  see: 
you  and  talk  over:  the  affair  you  spoke  of  in:  your:  last.  Business  is 
picking  up  here,  and  I:  think  you:  will  take  no:  risk  in  buying:  the 

store  from  Mr.  J .  .     He:  will  sell    it  for  $950.50.     Try  t(y  write   me 

by  next  mail.     Very:  truly:  yours,  C.  W.  Jackson. 


52 

The  L  Hook. 

1.  The  1  hook  is  an  initial  or  medial  hook,  small  on  straight  strokes  and 
large  on  curves.     On  the  straight  stems  it  is  on  the  opposite  side  from  the  r, 
and  on  curves  it  is  made  considerably  larger.      Therefore  it  is  in  no  way 
similar  to  the  r  hook.     It  is  a  strange  fact,  however,  that  beginners  get  these 
two  hooks  confused,  and  you  should  from  the  very  start  guard  against  it. 
If  you  holdup  your  left  hand  and  curve  the  first  finger,  you  will  have  a  fair  imi- 
tation of  the  1  hook;  do  the  same  with  the  right  and  you  will  have  the  r  hook. 

2.  The  rules  governing  the  1  hook  are  very  similar  to  those  of  the  r,  and 
you  may  apply  the  r  hook  rules  in  all  cases  where  no  exceptions  are  given  in 
this  lesson.     Turn  to  the  T.  of  A.,  and  note  the  strokes  on  which  the  1  hook 
is  placed,  and  practice  them  over  many  times.      Observe  that  the  1  hook  is 
also  made  on  the  r  stroke. 

EXAMPLES  OF  THE  L  HOOK. 


A 

Clay;     clue;    play;    pail;     flow;    dabble;      bushel;     cripple;          ruffling. 

3.  The  circle  s  may  be  written  within  "the  1  hook,   either  initially  or 
medially,  but  it  must  always  show  plainly  within  the  hook.     As  explained  in 
a  previous  lesson,  the  sr  combinations  are  joined  direct  to  the  stroke.      But 
this  will  not  do  in  the  case  of  the  si  combinations;  for  the  reason  that  the  1 
hook  is  written  on  the  same  side  as  the  .s  circle,  and  therefore  the  circle  must 
be  turned  plainly  within  the  hook.      If  it  were  not  it  could  not  be  read,  for 
it  would  look  just  like  an  ordinary  circle  s. 

4.  The  above  remark  brings  up  a  very  important  point  in  shorthand, 
and  it  is  this:     So  far  as  possible,  everything  that  reads  differently  is  made 
differently.     That  is  to  say  it  will  not  do,  as  a  rule,  to  make  strokes  or  out- 
lines exactly  alike,  and  call  them  different  things.     Of  course  there  are  some 
exceptions  to  this,  but  the  exceptions  are  usually  cases  in  which  no  confusion 
would  result.     Keep  this  in  mind,  and  do  not  make  an  sp,  for  instance,  and 
imagine  it  is  an  spl.      Remember  too  that  no  vowel  can  be  read  after  the  s 
circle  at  the  end  of  an  outline.     Use  the  stroke  s  in  such  cases. 

5.  When  the  si  combination  comes  between  strokes,  in  words  like  explore, 
explosive,  etc.,  the  s  should  be  flattened  and  lengthened  somewhat  for  if  this 
were  not  done  there  would  appear  to  be  simply  ans  between  the  k  and  the  p. 

6.  Unlike  the  sr,  when  the  si  combination  comes  between  strokes,  the 
hook  must  show  plainly.     If  it  did  not,  it  would  simply  be  an  s,  for  it  must 
be  constantly  kept  in  mind  that  the  1  hook  is  always  written  on  the  circle  s 
side.     In  this  lesson  many  words  containing  the  r  hook  will  be  brought  in  by 
way  of  contrast. 

EXAMPLES  OF  THE  SL  COMBINATIONS. 


f  T~\ 

W-V    J) 

Sickle;    settle;    display;  dissemble;  gospel; 


53 


Treading  Exercise. 


"  i^v 

wb    S 


v.  .  4.  ..... r,. 


'L^/r^t^l 

••/r-(; - 


WRITING  EXERCISE. 

1.  Eagle,   clays,  ply,   closed,  addle,  fly,  free,  peal,  pole,  apple, 

2.  Grapple,   topple,    noble,   raffle,   rabble,   riddle,  rider,  scrape, 

3.  Scraper,  scribble,   total,  stubble,  stripper,   struggle,  haggle, 

4.  Tackle,  tumble,  crumble,  rippling,  unstable,  sidle,  saddling, 

5.  Subtle,  fallacy,  intricacy,  trusty,  expressly,  deceiver,  dissever, 

6.  Disgrace,   explosive,   unsaddle,   displaying,   sufferable, 

7.  Insufferable,  obstacle,  bramble,  scramble,  trample,  replacing, 

8.  Reciprocal,  racy,  raciness,  ecstasy,    disciple,    testy,    crimple, 

9.  Dimple,   stumble,   tickle,   prays,  pears,    blues,    bells,    blows, 

10.  Blowing,    slowly,    chuckle,    buckle,    snuggle,    single,    angle, 

11.  Bearish,  bearer,  terror,  trumpery,  pleasing,  pealing,  braying, 

12.  Boring,  playing,  bailing,  bowling,  pulling,  plague,  blacking. 


54 

NEW  CENTURY  SHORTHANH. 


Word=Signs,  Etc. 

1.  It  will  be  noticed  that  the  words  for  which  we  have  very  short  signs 
are  the  commonest  words  of  the  language,  words  that  form  a  part  of  almost 
every  sentence,  and  in  some  sentences  a  very  large  part.     For  this  reason  these 
signs  should  be  thoroughly  mastered.     You  should  practice  writing  them  until 
you  can  write  any  and  all  of  them  as  fast  as  any  one  can  say  them  to  you ,  not 
only  in  the  order  in  which  they  appear  in  your  lesson,  but  taken  at  random. 

2.  A  very  common  fault  with  students  is  to  learn  words  and  phrases  in 
rotation;  and  thus  not  be  able  to  write  them  if  given  out  of  their  regular  order. 
The  word-signs  and  phrases  in  these  lessons  are  purposely  given  out  of  their 
proper  relation  to  each  other  so  that  you  will  learn  each  one  individually,  and 
not  have  to  think  of  some  other  sign  before  you  can  write  the  one  you  want. 


CARC  CALL  SURE-LY  THOUSAND  WISH  ACKNOWLEDGE  PROXIMO  MONTH 

PHS..    L  ...  J ^ .1.  .  .  ^?. f ) T^.  •     /  - 

ANDiA-AN  AT;  LEAST  AND- SHOULD  OEAR.:SiR<>  I-.AM  SURE  IT:WIU-    THEY:ARE    WE  ARE  WISH  TO 

3.  A  serious  error  in  shorthand  is  to  curve  strokes  too  much  or  too  little, 
and  to  make  them  too  long  or  too  short.     Study  the  strokes  in  the  lessons 
and  try  to  imitate  the  curves,  and  note  too  that  they  are  all  about  the  same 
length.     It  is  very  important  to  keep  them  uniform,  for  the  reason  that  it 
changes  their  value  to  be  made  longer  or  shorter,  as  will  be  explained  in  a 
later  lesson.     It  is  not  a  bad  idea  to  measure  the  strokes  with  a  ruler  or  a  piece 
of  paper  and  compare  them  with  yonrs.     The  chances  are  you  will  find  yours 
much   too  long.     Reduce  them,   and  keep  them   reduced.     A  sharp  pencil 
works  wonders  sometimes  in  this  respect,  for  it  will  make  a  clean,  distinct 
line,  and  a  line  of  this  kind  looks  longer  than  a  heavy,  irregular  line. 

4.  Another  very  important  point  is  to  preserve  the  correct  slope  of  the 
strokes.     Take  especial  pains  with  the  p  and  b,  and  do  not  make  them  too 
vertical.     In  longhand,  you  may  slope  letters  in  almost  any  direction,  and 
still  recognize  them;  but  in  shorthand  it  is  absolutely  necessary  to  slope  them 
just  right,  or  you  will  not  be  able  to  read  them.     For  instance,  if  you  make 
p  too  vertical,  when  you  go  to  read  it  you  may  mistake  it  for  a  t,  and  perhaps 
make  a  serious  error. 

5.  Especial  care  should  be  taken  with  the  vowel  word-signs,  such  as  all, 
too,  etc.,  not  to  make  them  too  long.     They  should  be  only  about  one-fourth 
the  length  of  a  full  length  stem. 

6.  In  phrasing,  the  words  of  and  to  are  often  omitted,  as  in  the  phrases 
in:  reply:  (to)  your:  favor,  receipt:  (of)  this,  etc.     In  the  writing  exercises, 
the  words  to  be  omitted  in  a  phrase  are  inclosed  in  parenthesis.     The  brief 
w  may  be  used  for  way,   as  in  the  phrase  in:  ei'ery:  way.     When  phrased, 
the  word-sign  tor  you  may  open  up  or  down,  and  the  word-sign  for  we  may 
open  up  or  down  or  right  or  left.     Instant  may  be  joined  to  figures  and  turned 
up  or  down,   according  to  convenience.     When  replying  to  a  letter  it  is  not 
always  necessary  to  mention  the  subject,  but  it  is  generally  better  to  do  so. 


Treading  Exercise. 


WRITING  EXERCISE. 

1.  Dear  Sir: — If:  you  cafe  to:  call  to  see  me  tomorrow  at  seven 
o'clock,  it:  will:  please  me  to  show:  you  over  my:  place  and  set:  you 
a:  price  on:  it.  Be:  sure  to:  reply:  (to)  this  as:  soon:  as  you:  receive: 
it,  as  I:  shall  wish:  to:  know  if:  you:  will:  be  here.  Very:  truly:  yours, 
William  Jackson.  2.  Dear  Sirs: — In:  reply:  (to)  yours  of:  the  9th: 
instant,  would:  say  that  it:  will:  be:  a  pleasure  to:  me  to  show:  you 
through  my  store  at  any:  time  you  care:  to  visit:  me.  Johnson  Bros, 
have  advised  me  to  buy  my  fall  stock  from:  you,  and  if:  you:  will 
give:  me  three  months'  time  it:  will:  please  me  to:  do:  so.  Very: 
truly:  yours,  L.  H.  Briggs.  3.  Dear  Sir: — In:  reply:  (to)  your:  favor 
of:  the  12th,  it:  pleases:  us  to  say  that:  the  tablecloths  you  desire  are 
to:  be  had  from  our:  house.  We:  have  several  qualities  and:  designs, 
as  you:  will:  see  by:  looking  over:  the  price:  list  we  mail:  you  today. 
The  high-priced  cloths  are:  of  extra  quality,  and:  will  outlast  the  low- 
priced  ones  by  several  years.  Trusting  to:  have:  the  pleasure  of  hear- 
ing from:  you,  we:  are,  Respectfully:  yours,  Brolaski  &:  Son. 


56 

NEW  CENTURY  SHORTHAND. 

^Special  Vocalization,  Etc. 

1.  In  order  to  make  better  outlines  or  to  write  long  words  in  more 
compact  form,  it  is  often  desirable  to  read  a  vowel  between  a  stem  and  a  hook. 
This  we  accomplish  by  striking  the  vowel  through  the  stem.  Thus  in  the 
word  course,  by  writing  the  o  through  the  stroke,  it  is  read  before  the  hook, 
that  is  to  say,  the  stroke  k  is  read  first,  then  the  o,  then  r,  and  then  the  s. 
Parallel  vowels  may  be  struck  obliquely  through  the  stroke,  as  in  the  verb 
rebel. 

EXAMPLES  OF  SPECIAL  VOCALIZATION. 


Car;  skill;       courage;    discourse;        endure;        parcel;          guarantee. 

2.  When  a  word  begins  with  the  sound  of  z,  use  the  stroke  z.     When  a 
word  begins  with  s,  generally  use  the  stroke  s.     Plurals  and  third  persons  of 
words  like  sigh,  see,  etc.,  are  formed  by  adding  the  circle  s. 

3.  When  two  vowels  come  together,  as  the  words  payee,  boa,  area,  etc., 
the  second  vowel  may  be  indicated  by  adding  a  short  tick  at  right  angles  to 
the  first.     However    if  the  first  vowel  should  be  joined  to  the  stroke,  the 
second  may  be  written  separately,  as  in  iota. 

4.  The  sound  of  t  may  be  omitted  in  words  like  /«^'«^,  resting,  etc.,  and  in 
many  other  cases  where  a  gain  in  speed  is  secured  without  loss  of  legibility. 

5.  The  stroke  r  may  be  made  heavy  to  indicate  a  preceding  vowel,  as 
in  ark;  or  to  indicate  a  following  vowel,  as  in  tarry.     When  r  stands  alone, 
unless  it  is  a  word-sign,  it  will  be  considered  as  having  a  vowel  after  it  if  it 
is  light,  as  in  ray.     Heavy  r  standing  alone  indicates  a  vowel  before  it,  as  in 
air;  and  sometimes  a  vowel  both  before  and  after  it,  as  in  array.     It  will 
only  be  necessary  to  apply  these  rules  in  words  of  short  outline,  or  where  it 
is  desired  to  distinguish  between  words.     If  the  r  Has  a  hook,  circle,  etc.,  at 
the  beginning  of  it,  it  will  not  be  necessary  to  make  it  heavy.     Keep  in  mind 
the  fact  that  r  and  heavy  r  are  always  made  upward,   and  that  they  are 
longer  and  slope  more  than  ch  and  j,  and  you  will  have  no  trouble  in  telling 
them  apart,  even  when  standing  alone. 

EXAMPLES  OF  THE  RULES. 


Zinc;    seas;  says;  snowy;  dewy,  lastly;        early;         bureau;         ear;         Erie. 

6.  Although  in  these  and  following  lessons  almost  all  words  are  fully 
vocalized,  it  must  be  constantly  kept  in  mind  that  the  vowels  are  to  be 
omitted  almost  entirely  when  writing  from  dictation.  This  does  not  mean, 
however,  that  it  is  not  necessary  to  learn  them  thoroughly.  The  truth  is, 
your  success  as  a  stenographer  will  depend  a  great  deal  on  your  knowledge 
of  the  vowels,  and  you  should  be  able  to  make  and  name  the  vowels  of  the 
three  positions  without  hesitation. 

>"ote:  The  second  sentence  In  Par.  2  refers  to  words  in  which  the  s  is  the  only 
stroke,  as  In  see,  nay,  etc  In  the  following  Writing:  Exercises,  not  all  the  words  are 
to  be  written  according  to  the  Special  Vocalization  principle.  Use  your  judgment  in 
each  case. 


Reading  Exercise. 


~X  ^*^  *-*!• 

r' 


.^A    .     -'  ..V  .  -V-       Vx- 

iY  *)  y         ^  ' 


WRITING    EXERCISE. 

1.  Cur,    courage,    securing,  sharpness,   securely,  Turk,   turkey, 

2.  Discoursive,    discourage,    enduring,    charm,   darkness,   Zion, 

3.  Zealous,    busy,    sauciness,    ceases,    unceasing,    unceasingly, 

4.  Sewer,    dizzy,    mostly,    misting,    assist,    assisting,    enlisting, 

5.  Dishonest,    restless,    tasteless,   priestly,  testimony,   rice,  rise, 

6.  Arise,  rose,  arose,  arrows,  Paris,  Myers,  Morris,  right,  aright, 

7.  Aerial,  area,   rate,   art,   rib,   orb,   ear,   err,   erring,   unerring, 

8.  Berries,    juries,    roily,    early,      rily,    rowing,    airing,    rising, 

9.  Arising,  rust,  rusting,  rustiness,  rut,  root,    rooting,  righting, 

10.  Unrooting,  route,  enroot,  enroll,  enrich,  rubbing,  unrighteous, 

11.  Unrighteousness,    chancery,   enchantress,   passenger,   pautry, 

12.  Clover,  culver,  plover,  puddle,  paddle,  tawdry,  tree,  tearing. 


58 

Word*Jignst  Etc. 

1.  A  good  way  to  get  these  fixed  in  your  mind  is  to  make  a  mental 
picture  of  them.  Look  at  one  a  moment,  then  take  your  eyes  from  it  and 
try  to  retain  a  picture  of  it  in  your  mind,  just  as  you  would  do  in  trying  to 
recall  the  face  of  a  friend.  Now  write  the  word,  and  compare  it  with  the  copy. 
After  doing  this  with  each  word,  cover  up  the  longhand,  and  see  if  you  can 
correctly  name  the  shorthand  words,  commencing  with  the  last  one,  and 
going  back  towards  the  beginning.  Reverse  the  operation  ,  covering  the  short- 
hand, and  write  the  words  from  the  longhand.  After  going  over  each  list 
in  this  manner,  if  you  still  have  trouble  with  them,  postpone  the  study  of 
them  until  you  have  transcribed  and  practiced  the  reading  exercise,  then  try 
them  again.  They  should  be  easy  for  you  now;  but  if  not,  postpone  them 
until  you  have  written  and  practiced  the  writing  exercise.  Then  try  again. 


EVER  HOWCVE*  IACM8ER      MORE  OPPORTI/NITY'DTMCR  rta  THEIR  TRUTH  w»s  WHO 
REMEMBER-EO  ™LK 


ALMOST  OURINQ  ESfEC^lAL-t-Y  EVERYTHING  IHAPROfE  >        wiLUNC.    UNW1LUNC 

WMKENIENT   PERHAPS 

PHS...'.  ...V  .  .<TN...OOD  .....  n  .....  r^....6  ......  <f. 

Ht:iS    «e:WAS  INALL   «N.M.L:CASES   NVUST.SAY    OF   OU*     THIS    IS   WITH:Hli-US 

2.  One  of  the  best  aids  to.  writing  correct  and  symmetrical  shorthand 
is  a  knowledge  of  drawing.     Not  that  shorthand  should  be  drawn,   but  a 
knowledge  of  drawing  trains  the  eye,  and  enables  one  to  make  strokes  of 
the  proper  length  and  slant.     Indeed,  were  it  not  for  the  fair  knowledge  of 
drawing  possessed  by  the  author,  it  would  have  been  almost  impossible  for 
him  to  write  this  book.     Alt  the  shorthand  in  this  book  was  first  written  by 
him  with  pen  and  ink,  and  then  photo-engraved;  therefore  you  are  studying 
an  exact  representation  of  real  shorthand,  not  something  that  was  engraved 
from  another  person's  ideas,  but  the  ideas  themselves  portrayed  to  you  just 
exactly  as  the  author  wrote  them,  and  as  he  wished  to  present  them  to  you. 

3.  To  train  the  eye  to  judge  distances  and  lengths,  suppose  you  make 
these  simple  experiments:     Draw  straight  lines  of  exactly  the  same  length 
on  two  pieces  of  paper.     Measure  them,  and  see  how  near  alike  they  are. 
Look  at  a  shorthand  outline  in  this  book;  imitate  it,  and  measure  to  see  how 
nearly  exact  your  outline  is.     Make  a  straight  line  one  inch  long;    another 
one-half  inch  long;  another  a  quarter.     Measure  th.eru  ,  and  if  incorrect  make 
them  over  and  over  until  you  can  make  them  with  exactness. 

4.  The  best  way  to  write  a  word  in  shorthand,  is  to  first  make  a  mental 
picture  of  it;  then  write  it  rather  quickly,  allowing   the    slightest    possible 
pause  between  strokes.     This  will  cultivate  quickness  and  lightness  of  touch, 
and  will  get  you  out  of  that  sluggish,  heavy  way  of  writing. 

5.  In  phrasing,  the  word  us  may  be  added  by  the  circle  s,  as  in  the 
phrase  pay:  us.     A  common  mistake  is  to  imagine  that  the  word  so  is  added 
in  this  manner,  but  it  is  not.     The  superlative,  as  in  the  word  cleverest,  may 
be  added  by  the  st  loop.     In  a  phrase  like  and:  ar.-  had:  a  lower  the  word 
we  slightly,  so  that  the  word  had  will  be  in  the  Correct  position. 


59 


Treading  Exercise. 


WRITING  EXERCISB. 

1.  Dear  Bessie: — Just  now  I:  have:  the  first  opportunity  to:  write: 
you  since  reaching  this:  place.  We  ;  are  having:  the  loveliest  time 
imaginable  here,  and  •everything  is  going  along  as  smoothly  as  possible. 
The  other  day,  Cousin  Andrew  was  over  to  see:  us,  and  we:  had:  a 
glorious  time.  He:  is  as  clever  as:  the  cleverest,  and  never  allows  time 
to:  drag  when  he:  is  with:  us.  We:  shall  soon  be  here  six  weeks,  and 
I  must:  say  I:  never  had  such:  a  jolly  time  in:  all  my  life.  Write 
soon  and  tell  me  how  everything  is  up  your  way.  Yours  as  ever, 
Frances.  2.  Dear  Frances: — Yours  from:  the  seashore  was  read  and: 
reread,  and  I  now  take:  the  pleasure  to:  reply  to:  it.  I  suppose  you 
remember  Mr.  Drew,  the  one  who  plays  so  well  on:  the  piano.  He: 
was  here  on:  a  visit  last  week,  and:  took  Fannie  and  me  to  all:  the 
theatres  and  parks,  and  :  we:  had:  a  gay  time.  Well,  he:  says  he: 
will:  be  here  once  or  twice  more  during:  the  summer,  and:  if  he:  is  we: 
will:  try  our  best  to  induce  him  to:  go  with:  us  when:  we  leave  for:  the 
seashore.  This:  is  all  I:  have  time  to:  write  just  now,  so  I:  shall  close 
in  hopes  of  hearing  from:  you  very  soon.  Yours,  Bessie. 


66 

The  N  tf  oo*. 

1.  A  small  final  or  medial  hook  on  all  of  the  strokes  is  used  for  n.     It 
is  placed  on  the  lower  side  of  k,  g,  r,  h,  and  w,  on  the  left  side  of  p,  b,  t, 
d,  ch,  j,  and  y,  and  on  the  inside  of  all  curves. 

2.  No  vowel  can  be  read  after  the  n  hook  when  it  ends  an  outline.     If 
a  vowel  follows  n,  the  stroke  must  be  used.     The  correct  use  of  the  n  stroke 
and  hook  is  of  great  help  to  us  in  reading  our  notes;  therefore  this  lesson  is 
one  of  the  most  important  in  the  book.      Master  it  thoroughly. 

3.  The  stroke  n  should  be  used  in  the  following  cases  :      1.     To  show 
that  the  n  is  followed  by  a  vowel,  as  in  downy.     2.     To  show  that  a  vowel 
comes  before  the  stroke  preceding  the  n,  as  in  attune.      3.     To  show  that 
there  is  a  vowel  between  the  stroke  and  hook  of  a  preceding  double  conso- 
nant, as  in  balance.     4.     To  avoid  writing  the  large  c-ircle  within  the  hook, 
as  in  Francis.     5.     To  permit  the  easy  joining  of  a  following  stroke,  as  in 
dancer.     6.     To  indicate  two  vowels  between  the  n  and  a  preceding  conso- 
nant, as  in  Ryan. 

4.  Rule  2  is  especially  useful  to  enable  us  to  distinguish  between  words 
of  the  same  consonants  and  position,  as  tune,  attune;  pain,  open,  etc. 

EXAMPLES  OF  THE  N  HOOK  AND  STROKE. 


Coin;  stain;  pen;  penny;  sudden;  balance;  furnaces;  fences;  Johnson:  ruin. 
5.  When  s,  z,  sez,  st,  zd,  or,  str,  is  added  to  n  at  the  end  of  straight 
strokes,  the  hook  need  not  be  shown.  Turn  back  to  the  r  hook  lesson,  and 
see  what  it  says  about  joining  the  circle  to  the  stroke  for  the  sr  combina- 
tions. We  need  not  show  the  hook  on  the  n  side  for  very  similar  reasons. 
But  remember,  this  rule  applies  at  the  end  of  straight  strokes  only.  In  the 
middle  of  an  outline,  if  the  hook  is  used,  and  at  the  end  of  all  curves,  the 
hook  must  show,  and  show  plainly. 

EXAMPLES  OF  THE  Ns,  Nz,  NSEZ,  NST,  NZD,  AND  NSTR. 


Gains;  hens;  bounces;  chanced;  punster;  ransack;  frowns;  lonesome;  pencil. 

6.  A  very  common  mistake  is  to  show  the  circle  within  the  hook  at  the 
end  of  straight  strokes  like  pns,  tns,  etc.,  but  it  is  an  absolute  waste  of  time, 
as  it  does  not  add  one  particle  to  the  legibility  of  the  outline.     Another  very 
common  mistake  is  the  one  alluded  to  above,  of  imagining  you  have  turned 
an  n  hook  between  strokes  without  showing  the  hook;  for  instance,  writing 
psl  and  thinking  it  is  pnsl;  or  tsl,  and  thinking  it  is  tnsl.     Just  a  little  thought 
will  enable  you  to  avoid  such  mistakes. 

7.  Many  writers  prefer  to  use  the  stroke  n  instead  of  the  hook  in  such 
words  as  branch,  strange,  etc.     This  is  allowable,  for  the  reason  that  the  use 
of  the  stroke  in  such  words  avoids  the  tendency  to  curve  the  p,  b,  t,  or  d,  an;l 
also  keeps  the  pencil  moving  forward.     Some  writers  prefer  tr  and  some  chr 
in  words  like  furniture.     Take  your  choice. 

Note:  The  student  should  observe  that  not  all  the  words  in  the  Exercises  are  to  be 
written  according  to  the  principles  explained  in  that  particular  lesson,  but  words 
coining  under  principles  previously  explained  are  often  introduced. 


61 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Keen,  cane,  pin,  pun,  ban,  chin,  John,  rain,  hen,  hewn,  run, 

2.  Rhine,  stain,  spine,  crane,  strewn,   spleen,   fawn,   fain,  van, 

3.  Shin,  sheen,  lane,    mane,  mainly,    leaner,    meanly,    meaner, 

4.  Mine,    miner,    dine,  diner,  tinner,    tuner,  attuning,  channel, 

5.  Tunnel,  affianced,  puns,  pins,  buns,   bins,  dins,  joins,  fence, 

6.  Fences,    offence,    rattans,    mines,    leans,    chanced,    balance, 

7.  Written,  routine,  appliances,  announced,  cans,  Kansas,  cancels, 

8.  Punster,    Canadian,    candy,    canopy,    canvas,    entrance   (n), 

9.  Entrances  (n),   entrance  (v),    journeys,    attorneys,    infringe, 

10.  Infer,      inference,       refrain,       enshrine,      enjoin,      enjoiner, 

11.  Unattainable,    China,    Chinese,    Chinaman,    gentry,    pantry, 

12.  Kinsfolk,    moneyless,    penalty,    glances,    Jane,    Jenny,    Ben, 

13.  Benjamin,   uncanny,  gunny,  Dennis,  denying,    finny,    Tony, 

14.  Gainsaid,    honeymoon,    meaningless,    piny,    penetrable, 


G2 

Word-Signs,  Etc. 

1.  When  the  word  company  is  used  in  connection  with  the  name  of  a 
firm,  it  may  be  represented  by  the  k  stroke,  as  in  Xelson  &:  Co.  ,  Merchandise. 
Co.,  Trust:  Co.,  Chemical:  Co.,  etc. 

.--...I.    ../...CoNS:.  A 

BILL  CAN  (v)  DEAL  LA  'HGE.  EXPRESS  HEARD       INFORM 

INFORMATION 


..    .....  ft..., 

MONTH  OPINION  QUANTITY   RELY     SUFFICIENT-  LY  &.  Co. 


..     -7  ..    ...I 

AtoD.'THE  ATr^ONCE  GIVES:US    I'.CAN   IW^OuR   L.1NC         (o/\    IN.  THI$:RESPECT 

7  J  49-  "7  ^~J 

/ Js,. •  .  &  •/ /- ' 

J  JtRSEV:ClTY   IT>HAS:BEtN      MtRCHAN  DISf.Co.       )  NtW.JtRSEY    Nt  W  YORK 


\ 

i.  THAT  WCXAN    WE. WOULD:  SAY 


2.  Remember  that  in  phrasing,  many  of  the  word-signs  may  be  reversed 
or  inverted,  and  do  not  hesitate  to  use  them  in  this  way,  unless  they  conflict 
with  some  other  word-sign.     However,  the  sense  of  a  sentence  will  generally 
give  you  the  clue  to  the  correct  word.     For  example,  in  the  sentence  "If: 
they:   were  on:  time,  there:  would:  be  no:  trouble"  we  can  easily  read  the 
word  were  although  it  is  exactly  reversed. 

3.  It  is  generally  better  never  to  phrase  words  having  punctuation  marks 
between  them,  but  we  make  an  occasional  exception  to  this  rule,  as  in  the 
ptorase  San:  Francisco,:  Cali.     It  is  very  convenient  sometimes  to  write  two 
words  as  though  they  were  a  single  word,  as  in  the  phrases  at:  least  and  at:  once. 

4.  Many  words  in  shorthand  may  be  written  in  different  ways,  and  some- 
times one  way  is  as  good  as  another,  but  it  is  usually  the  case  that  one 
particular  outline  is  superior  to  any  of  the  others.     It  sometimes  happens, 
however,  that  the  best  outline  can  not  be  used,  on  account  of  its  conflicting 
with  some  other  word.     The  outlines  of  all  the  words  in  this  book  have  been 
studied  over  with  great  care;  and  not  only  has  each  word  been  considered 
individually,  but  its  relation  to  all  other  words  in  common  use  has  been  taken 
into  account. 

5.  Sometimes  we  deviate  from  set  rules  in  order  to  secure  a  convenient 
outline  for  very  frequent  words.     Thus  we  will  not  write  the  word  even  strictly 
according  to  the  rules  given  in  the  N  Hook  lesson. 

6.  As  explained  in  the  lesson  on  special  vocalization,  vowels  may  be 
written  and  read  between  the  stem  and  the  hook,  but  this  principle  should  be 
used  sparingly,  especially  in  short  or  very  uncommon  words.     Proper  names 
especially  should  be  written  very  fully,  using  every  possible  means  to  indicate 
the  location  of  the  vowels.     For  instance,  we  may  write  college  wUh  the  1  hook; 
but  Collins  should  be  written  with  the  1  stroke,  turning  the  circle  s  within 
the  n  hook. 


G3 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Collins  &:  Co.,  Bloomington,  Ills.  Dear:  Sirs:— Messrs.  Walsh 
Bros.,  of  Jersey:  City,  New:  Jersey,  have  written  to:  us  expressing:  a 
desire  to:  purchase  a:  large  quantity  of:  our  spring:  wagons  on:  time, 
and:  refer:  us  to:  you.  Please  inform:  us  at:  once  as:  to:  their  solvency, 
etc.,  and:  by  doing  so  very  much  oblige,  Yours:  truly,  Thomps  &: 
Sons.  2.  Benson,  Smith. &:  Co.,  Burlington,  Iowa.  Dear:  Sirs: — In: 
response  to:  your:  favor  of:  the  llth,  we:  would:  say  that:  the  house  you: 
name  are  in:  every  way  reliable,  and  that:  you:  will:  do  well  to  deal 
with:  them,  as  they:  are  well:  known  for:  the  fine  quality  of:  their 
merchandise,  and:  for  fair  and  square  dealing.  Yours:  truly,  Wood, 
Baker  &:  Co.  3.  Mr.  Samuel  Penn,  Trenton,  N.:  J.  Dear:  Sir:— In: 
response  to:  yours  of:  July  13th,  would:  say  that  I:  can  furnish:  you  the 
carriage  and  harness  you  wish  for  $159.85.  This  price  is  very:  low 
and:  the  terms  are  one-half  cash,  balance  thirty  days.  Trusting 
this  will:  be  satisfactory,  and:  that  I:  shall:  have:  the  pleasure  of  hearing 
from:  you  soon,  I:  am,  Yours:  very:  truly,  W.  C.  Browning.  viV 


64 

NEW  CENTURY  SHORTHAND. 

The  F  or  V  Hook. 

1.  A  small  final  or  medial  hook  on  straight  strokes  is  used  for  f  or  v. 
It  is  written  on  the  circle  s  side,  and  coming  between  strokes  will  be  con- 
sidered as  being  at  the  end  of  the  preceding  stroke. 

2.  No  vowel  can  be  read  after  the  f  or  v  hook  at  the  end  of  a  word; 
therefore  when  a  word  ends  with  a  vowel,  preceded  by  f  or  v,  use  the  stroke. 

3.  Many  of  the  rules  for  the  use  of  the  n  hook  may  also  be  applied  to 
the  f  or  v  hook,  and  will  prove  of  great  value  to  us  in  the  reading  of  un- 
vocalized  shorthand.     For  instance,  by  using  the  hook  in  the  word  chaff  we 
indicate  that  the  word  ends  with  f;    and  by  using  the  stroke  in  the  word 
chaffy  a  following  vowel  is  indicated.     BV  using  the  stroke  v  instead  of  the 
hook  in  a  word  like  achieve  we  indicate  that  a  vowel  comes  before  the  ch. 

EXAMPLES  OF  THE  F  AND  V  HOOKS. 


Tarifl;         Duffy;     grove;    chiefly;    defense;      Clifton;     derivinc:         above. 

4.  The  circle  s  may  be  written  within  the  f  or  v  hook,  but  it  must  show 
well  within  the  hook.  Do  not,  for  instance,  write  ps  and  imagine  it  is  pfs. 
AH  the  strokes  having  fs  or  vs  at  the  end  must  look  quite  different  from 
those  having  simply  s.  Try  not  to  make  an  n  hook  on  a  curve  and  call  it  f 
or  v.  It  is  better  not  to  change  the  names  of  the  hooks  so  often. 

EXAMPLES  OF  THE  Fs  AND  Vs. 


.  i-..  /' 


Coughs;      gaffs;    puff:;  buffs;  staves;  doves;  chiefs;  Joves;       rnroofs;         hives. 

5.  It  will  be  noticed  that  the  use  of  hooks  between  strokes  modifies  the 
rules  for  the  use  of  preceding  or  folio  wing  strokes.     The  reason  of  this  is  that 
the  hooks  make  a  change  in  the  direction  of  the  stroke  necessary  in  order  to 
secure  a  good  angle.     Remember,   we  are  seeking  sharp  angles,   and  the 
sharper  they  are  the  more  readily  we  can  write  atrd  read  our  notes. 

6.  As  far  as  possible,  we  will  write  our  shorthand  words  according  to 
their  syllables,  but  we  may  depart  from   this  rule  frequently  in  order  to 
secure  better  outlines.     In  words  like  define,  advance  ,  prefer,  preferences,  and 
many  others,  it  is  better  to  use  the  medial  f  or  v  hook  although  such  use 
does  not  divide  them  into  correct  syllables. 

7.  We  have  now  had  all  of  the  small  initial  and  final  hooks,  and  the  correct 
use  of  them  will  prove  an  aid  to  us  in  reading  our  notes.     Think  what  a 
great  saving  of  time  it  is  to  be  able  to  indicate  the  exact  location  and  position 
of  a  vowel  without  writing  it  !     Study  the  numerous  examples  given  in  the 
reading  exercise  carefully,  practicing  them  many  times,  and  you  will  be  able 
to  apply  the  rules  correctly  in  the  writing  exercise, 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Tiff,  duff,  skiff,  dive,  Dave,  bluff,  grief,  rove,  cove,  stove,  hove, 

2.  Gave,  brave,  braveness,  braver,  bravely,  glove,  bereave,  rebuff, 

3.  Reprove,  roof,  roofer,  crave,  proving,  gruff,  stuff,  bluffs,  tiffs, 

4.  Cleaves,  grieves,  droves,  deserves,  reproves,  Jove's,  joins,  cuffs, 

5.  Canes,  grains,    groves,    strives,    strains,    bins,    rinse,    dunce, 

6.  Dunces,  tins,    Dave's,  rinses,  glances,  proves,  prunes,  loans, 

7.  Lambs,  lamps,  jams,  scamps,  scamper,  damper,  scans,  drains, 

8.  Drums,   tariffs-,   traffic,  heaves,   hens,   plans,   gloves,  master, 

9.  Mischief,     mischievous,    mischoose,    unroof,     derives,    hence, 

10.  Honey,   dummy,   sweeps,   Sweden,  widens,  wife's,  teamster, 

11.  Teamsters,  enrage,  offense,  veto,  pan,  puny,  pans,  raves,  reins, 

12.  Reigns,    cliffs,    cleans,    means,    bones,  stony,   Hannah,   half, 

13.  Huffy,  snuff,  gruff,    gruffly,    grudge,   fudge,   smooth,  booth, 

14.  Booby,   snail,   fail,  waves,   craving,  recur,  recrown,   declines. 


66 

NEW  CENTI-RY  SHORTHAND. 


Word=Signs,  Etc. 

1.  In  this  list  we  have  a  contraction,  the  word  notwithstanding,  composed 
of  two  strokes.  Make  tlje  n  first,  and  then  strike  the  t  through  it.  The  word 
all  is  frequently  added  to  other  words  by  an  initial  1  hook,  as  in  the  phrase 
by:  all:  means. 

.WS*:.V  .1.       ...^      CONS:    . 

/*•»      BEFORE:  BEYOND  DIFFICVLT-Y.FULL-Y  EXPERIENCE 

'***".'  "b  N.  ..PH&  .  .V9. 

NOTWITHSTANDING  WHATEVER   V-  WHENEVER  BY:ALU  MEANS 


A 

"~^    I 


EN:f\OWTC  FOR:OUR  TO: 


2.  One  of  the  greatest  hindrances  to  a  correct  understanding  of  short- 
hand is  the  desire  to  go  too  fast.     Keep  yourself  in  check,  and  study  and 
practice  each  lesson  thoroughly  before  proceeding  to  the  next.     Write  all 
words,  phrases,  sentences,  and  letters  over  at  least  twelve  times  before  taking 
up  a  new  lesson.     Not  only  get  shorthand  in  your  head,  but  get  it  in  your 
fingers.     Try  to  improve  as  you  practice,  and  compare  your  last  lines  with 
the  first,   and  see  if  they  are  better  or  worse.     Unless  you  are  very  careful, 
they  will  be  worse,  and  you  will  have  wasted  your  time. 

3.  The  saying,   "Practice  makes  perfect"  needs  qualifying  somewhat. 
It  should  be,    "The  right  kind  of  practice  makes  perfect."     Poor  practice 
means  a  loss  of  time  and  a  waste  of  material.     Some  students  do  several 
times  the  amount  of  work  that  others  do,  and  learn  less;  thus  proving  con- 
clusively that  it  is  not  always  quantity  that  counts,  but  quality.     It  is  careful, 
thoughtful,   intelligent  work  that  wins;   and  really  it  is  easier  to  do  this 
kind  of  work  than  any  other  kind. 

4.  There  is  no  truer  saying  than  that  "A  workman  is  known  by  his 
tools."     Therefore  see  that  you  have  good  sharp  pencils,  several  of  them,  a 
note  book  of  good  quality,  a  sharp   knife,   and  a  good  dictionary  near  at 
hand.     While  working,   put  all  unnecessary  things  away,  and  do  not  have 
your  table  or  desk  littered  with  odds  and  ends  to  bother  you. 

5.  In  making  out  the  shorthand  words,  do  not  think  of  some  unusual 
word  that  very  few  people  ever  heard  of  —  all  the  words  given  herein  are  very 
common  ones.     And  above  all,  do  not  invent  words  of  your  own;  there  are 
more  words  in  the  English  language  now  than  we  can  take  care  of  properly. 

6.  Try  to  remember  that  not  everything  yon  see  in  print  is  absolutely 
correct.     Books  are  but  the  work  of  men,  and  so  long  as  men  are  human 
they  will  make  mistakes.     On  the  other  hand,  do  not  be  too  quick  to  suppose 
9.  thing  an  error.     Consider  things  carefully,  usecalmand  deliberate  judgment, 
and  by  putting  two  and  two  together  you  will  save  yourself  many  a  slip. 


67 


treading  Exercise. 


WRITING  EXERCISE. 

1.  Noble  &:  Son,  Lansing,  Mich.  Dear:  Sirs: — We:  are:  in:  re- 
ceipt: of:  your:  favor  of:  the  llth:  instant,  and:  in:  reply  to:  the  same 
have:  to  say  that:  we:  have  no  full:  dress  suits  of:  the  style  you  wish 
in:  stock.  However,  we:  have  written  to:  the  factory  for  them,  and: 
if:  you:  can  wait:  a:  few:  days  we:  shall:  be  fixed  so  that  we:  can 
supply:  you  the  very  quality:  and  style  you  desire.  We:  have:  them 
in:  all  size.;,  some  of:  them  being  gotten  up  especially  for  very  tall 
men.  It:  would  please:  us  to  hear  from:  you  at:  once,  and  to:  know 
if:  you:  can  wait  on:  us  a:  few:  days.  Yours:  truly,  Harmon  &  Sta- 
pleton.  2.  Mr.  Charles  Watkins,  Maple  Grove,  Texas.  Dear:  Sir: — 
Replying:  (to)  your  missive  of:  the  14th  instant,  we:  would:  say  that 
one  of:  our  salesmen  will  visit  your:  city  before  long,  and  he:  will 
carry:  a  full  line  of:  our  woodenware,  from:  which  you:  can  select 
something  suitable  to:  your  business.  All  our  woodenware  is:  of 
superior  quality,  the  very  best  to:  be  had,  and  we:  are  sure  you: 
will:  be:  pleased  with:  it.  We  very  much  desire  to  secure  your 
patronage,  and:  will:  do  everything  possible  to:  please  you  and:  give- 
you  your  money's  worth.  Respectfully:  yours,  Myers  &  Isaacs. 


68 

The  M  Hook,  Ler  ^Strokes,  and  TiVe  Hook. 

1.  A  large  initial,  medial,  or  final  hook  is  used  for  m.      Initially,  it  is 
•written  on  the  1  hook  side  of  k,  g,  p,  b,  t,  d,  ch,  and  j;  finally,  on  either  side 
of  all  straight  strokes,  and  on  the  inside  of  curves.     See  T.  of  A.     The  use 
of  the  m  hook,  both  initially  and  finally,  is  left  somewhat  to  the  optiqn  of 
the  writer.     Generally,  however,  it  should  be  used  initially  to  indicate  that 
there  is  no  preceding  vowel;  and  finally,  no  following  vowel.     In  such  words 
as  term,  firm,   form,  etc.,  the  stroke  m  may  be  used  to  indicate  a  vowel 
between    the  preceding   stem  and  its  hook;  also  the  stroke  m  may  be  used 
in  words  where  the  m  is  followed  by  an  1  as  in  timely. 

2.  No  vowel  "can  be  read  before  the  initial  m  hook  nor  after  the  final  m 
hook.      A  first-place  vowel  reading  between  the  m  hook  and  a  following 
stroke,  as  in  the  word  meek,  may  be  written  above  or  within  the  hook.      A 
third-place  vowel,  as  in  calm,  may  be  placed  below  or  within  the  hook.     The 
circle  s  added  to  the  m  hook  must  show  within  the  hook.      If  the  point  of 
junction  forms  a  good  angle,  two  hooks  may  be  written  together,  as  in  the 
word  Cambridge.      However,  this  method  of  writing  should  be  avoided  as 
much  as  possible.  EXAMPLES  OF  THE  M  HOOK. 

?*»     _5:*.  .  \jr—       ^*      fyrk*     tw       ^    "TV* 

Smokes;    gamely;  demagogue;    lameness;          terms;      dumbness;  limiting;  numbness. 

3.  The  ler  strokes  are  two  strokes  with  large  initial  or  medial  hooks, 
used  to  represent  the  sounds  of  ler,  lor,  lar,  etc.      They  may  be  made  up- 
ward or  downward,  and  should  slope  at  the  same  angle  as  the  r.     No  vowel 
can  be  read  before  the  initial  hook;  therefore  words  like  alarm,   alert,  etc., 
should  be  written  with  an  1  stroke,  followed  by  an  r.      Circle  s  added  to  ler 
must  show  within  the  hook. 

4.  When  ler  stands  alone,   it  should  always  be  made  upward;  when 
joined  to  other  strokes,  it  may  be  made  in  the  most  convenient   direction. 
The  hook  of  these  strokes  is  made  first,   and  therefore  it  follows  that  only 
the  first  ler  stroke  shown  in  T.  of  A.  can  stand  alone.     The  second  one  must 
always  be  joined  to  some  other  stroke. 

EXAMPLES  OF  THE  LER  STROKES. 


Lurk;  slur;  alluring;  alarmingly;  color;  puzzler;  enlarge;  tolerable. 
S.  The  tive  hook  is  a  large  final  or  medial  hook  written  on  all  the 
strokes.  It  is  placed  on  the  f  side  of  straight  strokes  and  on  the  inside  of 
curves.  See  T.  of  A.  The  rules  for  the  f  or  v  hook  also  apply  to  the  tive. 
When  the  sound  of  tive  is  preceded  by  an  s,  as  in  the  word  positive,  the 
stroke  t  and  v  hook  must  be  used.  A  third-place  vowel  in 
may  be  placed  within  the  hook  or  just  above  it. 

EXAMPLES  OF  THE  TIVE  HOOK. 


Active;    restive;    natives;    locomotives;  attentive;  provocative;  intuitively. 
6.     The  tive  hook  may  also  be  made  on  the  n  hook  side  of  straight 
strokes,  as  in  activity.     The  end  of  the  tive  hook  may  be  shaded  to  distinguish 
it  from  the  m  hook,  as  in  natives,  but  this  will  seldom  be  necessary. 


69 


Reading  Exercise. 


WRITING  EXERCISE. 


1.  Mock,  smacking,  smoke,  McGinnis.  McKinley,  Maxwell,  keen, 

2.  Clipping,    Camden,   candy,    outclass,,   unmake,   unmixed, 

3.  Disclaiming,    keenly,    gaining,    reclaim,  polar,  cooler,  tiller, 

4.  Secular,  ruler,  toiler,  Beeler,  peeler,  coloring,  discolor,  larking, 

5.  Skylark,    lurking,    Lord,    lordly,  peril,  laurels,    unalarming, 

6.  Prying,  joiner,  April,  negative,  inflictive,  expletive,  tentative, 

7.  Discretive,  creative,  craving,  illustrative,  fugitive,  refractive, 

8.  Mischief,    mastiff,    positive,    master,    must,    musty,    dusty, 

9.  Destructive,  obstructive,  pass,    passing,    passenger,    danger, 

10.  Witness,  sweetly,  resting,  nesting,  listing,  vainly,  Fundy,  finch, 

11.  Flinch,   clinch,    quickness,    uninstructive,    entry,    pa-ntry, 

12.  Plunging,  aloof,   alike,  allot,   alloting,    swabbing,    defective, 

13.  Infective,  deface,  retrace,    retractive,    stopper,    flopper,    fire, 

14.  Freeness,  fires,  destroyer,  inf ringer,  plunger,   detractive, 

15.  Gaming,    gunning,    hummock,    hassock,    hammock,    makes, 

16.  Smokes,  strokes,   jokes,    joker,    juggle,    traffic,    straggle, 

17.  Restrictive,    applicative,    effectively,    rejective,    superlative, 

18.  Reductive,  saddler,  straddle  ,  smuggler,  straggler,  tolerable. 


>fote:  The  m  hook  may  occasionally  he  used  on  the  r  hook  side  of  k,  g,  p,  b,  t, 
and  d,  as  in  spasmodic,  pneumatic,  etc.  In  fact,  the  advanced  writer  may  make  liberal 
use  of  the  m  and  tive  hooks  in  any  way  to  avoid  bad  angles  or  clumsy  outlines. 


NEW  CENTURY  SHORTHAND. 


Word=Signst  Etc. 

1.  In  this  list  you  will  notice  that  the  contraction  for  careful  also  stands 
for  carefully,  and  also  that  there  is  no  difference  between  overcome  aud 
overcame.  A  slight  knowledge  of  grammar  will  enable  you  to  distinguish 
these  words  readily  when  used  in  sentences. 


t 


ADVANTAGE  APPEAR  ASSURE.  BEGIN  OlFFlCULT-Y  MAN  MEN 


WITHOUT  V  ALTHOUGH  ANVWAY  CAREfUL-LY"  HAPPEN  OVERCOME 

OVERCAME 
VnTT".  .  .  V  .............  S\t  .  .  .  .  PHS:  .^         6        s 

PA.  \>  PERHAPS  REPRESENTATIVE       FIRSTXUSi  THJV.li    Jr  TO:HAVE:HIM 

2.  It  is  very  important  in  writing  shorthand  to  economize  space.  The 
argument  that  one  can  write  faster  by  using  large  outlines  is  a  very  fallacious 
one,  for  if  this  were  true  it  would  follow  that  by  writing  only  one  word  on  a 
page  you  could  write  faster  than  if  you  wrote  two  or  more.  Try  it  and  see. 
Of  course  it  is  not  a  good  plan  to  write  too  small,  for  a  very  small,  cramped 
hand  retards  speed  and  is  also  hard  to  read.  On  a  page  six  inches  wide 
write  about  25  or  30  words,  and  leave  a  margin  of  one-half  inch  on  the  left, 
and  an  inch  on  the  right.  This  margin  will  come  in  handy  for  the  insertion 
of  corrections.  If  something  should  be  omitted  from  a  letter  or  article,  place 
an  asterisk  at  the  point  of  omission.  Next  draw  a  line  down  the  page  along 
the  right-hand  margin  of  your  shorthand,  and  then  to  the  right  of  this  line 
jot  down  what  you  have  omitted,  and  when  you  come  to  your  asterisk  in 
transcribing,  insert  the  matter  omitted. 

REVIEW  QUESTIONS. 

1.  Describe  the  brief  w  and  y,  and  tell  on  which  strokes  they  are  placed. 
2.  Do  the  same  with  the  w  hook  and  the  sw  loop.  3.  How  is  the  sw  loop 
joined  to  the  strokes?  4.  When  standing  alone,  or  when  used  as  vowels, 
which  way  do  brief  w  and  y  open?  5.  Describe  the  r  hook.  6.  Can  a 
vowel  be  read  before  it?  7.  How  is  the  circle  s  added  to  it  on  straight 
stems?  8.  On  curves?  9.  Is  it  always  necessary  to  show  the  r  hook 
when  written  medially?  10.  Name  the  words  (select  words  not  given  in 
this  book)  in  which  it  is  not  necessary.  11.  Describe  the  1  hook.  12.  How 
is  the  circle  s  added  to  it?  13.  Give  a  word  in  which  it  is  necessary  to  flatten 
medial  1.  14.  What  is  meant  by  "special  vocalization"  ?  15.  Why  do  we 
write  words  in  this  manner?  16.  What  is  indicated  by  writing  r  heavy  at 
the  beginning  of  a  word?  17.  At  the  end  of  a  word?  18.  What  is  indicated 
by  light  r  standing  alone?  19.  By  heavy  r?  20.  Tell  when  r  should  not  be 
made  heavy  in  order  to  indicate  a  preceding  vowel. 


71 


Reading  Exercise. 


V 


WRITING  EXERCISE. 


1.  Beeler,  Wicks  &  Smith,  Carbondale,  Pa.  Dear:  Sirs: — In:  response: 
to:  yours  of:  the  10th:  instant,  would:  say  that:  we:  are  mailing:  you  in: 
separate  package,  our  new:  price:  list  which:  we  believe  will  give:  you 
all:  theinformation  you  desire.  Look:  it  over  carefully,  and:  when:  you 
decide  on:  the  size  and:  style  of  boiler  you  wish,  write:  us,  giving:  us  a: 
plan  of:  your  mill  and:  describe:  the  difficulties  it:  will:  be:  necessary  to: 
overcome  in:  placing:  the  boiler.  We  believe  we:  can  give:  you  very: 
close  prices  from  here,  without  having  one  of:  our:  men  go:  to  see:  you. 
It  often  happens  that:  we:  have:  done  just  such:  work  before,  and:  can 
fit: ure  as  closely  on:  it  as  if  we:  were  there.  However,  if:  you:  think  our 
prices  reasonable,  and  favor:  us  with:  the  job,  we:  shall:  be:  pleased  to: 
have:  a  representative  visit:  you.  It:  will:  be:  necessary  to:  have:  him 
there  anyway,  so  it:  will  do:  no  ha,rm  to:  have:  him  there  a:  few:  days 
ahead  of:  time.  We  guarantee  our  work  to:  be  first:  class  in:  every: 
respect,  and:  we  assure:  you  we:  shall:  do  everything  in:  our:  power  to: 
please  you.  Very:  truly,  Taylor  &  Jackson. 


72 

The  Shun 

1.  A  small  hook  or  curl  following  the  s  or  sez  circle  represents  the  sound 
of  shun  or  zhun.     It  may  be  written  finally  or  medially.      No  vowel  can  be 
read  after  it  when  written  finally. 

2.  The  circles  or  sez  may  be  turned  on  then  side  of  straight  stems  and  thus 
cause  an  n  sound  to  precede  the  shun,  as  in  the  words  pension  and  transition. 

3.  The  shun  may  be  added  to  the  m  hook  on  straight  stems  and  the  n  hook 
on  curves  by  turning  it  within  the  hook,  as  in  the  words  invention  an  &gu  mptio  n . 

4.  The  circle  s  or  the  st  loop  may  be  added  to  the  shun,  as  in  the  words 
sessions  and  secessionist.     And  still  another  s  may  follow  the  st  loop,   as  in 
the  word  secessionists. 

5.  In  theory,  we  write  such  words  as  possession,  position,  etc.   with  a 
circle  sez  followed  by  a  shun  curl,  but  in  practice  it  will  only  be  necessary  to 
use  the  small  circle.     That  is  to  say,  while  it  is  admitted  that  there  are  more 
consonant  sounds  in  a  word  like  opposition  than  in  a  word  like  option,  we 
will  write  both  words  with  the  same  consonant  outline.     Use  the  sez  circle  in 
these  lessons,  but  when  writing  shorthand  from  dictation  use  the  small  circle 
as  explained  above. 

6.  Vowels  may  be  written  out  of  their  normal  position,  as  explained  in 
the  lessons  on  sez  circle;  in  order  to  have  them  read  in  their  proper  order. 
Thus  in  words  like  position,  decision,  transition,  etc.,  the  accented  vowel  is 
written  within  the  circle  so  that  it  will  read  between  the  s  and  the  shun. 

7.  It  is  often  convenient  to  omit  the  curl  from  the  shun,  on  account  of 
its  relation  to  the  following  stroke,  as  in  the  word  stationary.      There  is  no 
danger  of  mistaking  the  n  written  in  this  manner  for  the  w  stroke,  for  the 
reason  that  w  never  comes  between  strokes.      Nor  is  there  any  danger  of 
confusing  the  shun  curl  with  the  brief  w,  for  the  reason  that,  although  they 
may  appear  very  much  alike  when  written  medially,  there  will  always  be 
something  about  the  sense  of  the  word  to  put  you  on  the  right  track.      A 
little  judgment  is  all  that  is  needed. 

8.  It  frequently  happens  that  sh  and  n  are  the  only  consonant  sounds 
in  a  word,  as  in  ocean.     In  a  case  of  this  kind,  the  sh  stroke  and  the  n  hook 
are  to  be  used. 

EXAMPLES  OF  THE  RULES. 


Passion;  passionate;  tension;  transition;  mentions;  secessionists;  possession;  shines;  stationary. 

9.  It  is  often  desirable  to  use  the  sh  stroke  and  n  hook  for  the  sound  of 
shun,  in  order  to  distinguish  between  words.  Thus  station  should  be  writ- 
ten with  the  shun  hook,  and  situation  with  the  sh  stroke  and  the  n  hook. 

10.  The  sh  stroke  and  n  hook  should  also  be  used  in  words  \\ke  persua- 
sion, dissuasion   etc.,  or  in  any  other  case  where  the  shun  hook  cannot  be 
conveniently  made. 

11.  Notice  that  in  this  lesson,  as  in  other  lessons,  many  words  coming 
under  previously  explained  principles  are  introduced.     This  is  done  in  order 
that  you  may  not  forget  them.     Keep  your  wits  on  the  alert.    • 


73 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Option,    nation,    motion,  section,  station,  duration,  location, 

2.  Session,    action,    active,  creation,   creative,   scatter,   pleader, 

3.  Dative,  involution,  execution,  executor,  executive,  gumption, 

4.  Invention,  restriction,  secretion,  oblation,  obligation,  education, 

5.  Educational,    approbation,    vacation,    vex,    vexed,    vexation, 

6.  Adoption,  notional,  rational,  rations,  inflations,  pest,  mostly, 

7.  Injustice,     refrain,     dimension,     unretentive,      retentiveness, 

8.  Retention,  inattention,  erection,  reaction,  equator,  equation, 

9.  Elevation,   Egyptian,   impose,   imposition,  effectively,  raider, 

10.  Vocation,    selection,    revision,   faster,   blister,    blustering, 

11.  Seasonable,  came,  calm,  calmly,  comely,  unworthy,  feebleness, 

12.  Ham,   harm,   hue,  hewing,  harmless,  aiding,  riding,  keenly, 

13.  Nobleness,    prescribe,   inscription,  invest,    investigation, 

14.  Instigation,    palliative,     palliation,    population,    nomination, 

15.  Mansion,   dilation,  editions,   shuns,  shows,  shins,  saw,  saws, 

16.  Pause,  straws,   flaws,   flags,  snags,  tracks,   blackens,   blank, 

17.  Drank,    tongue,    captives,    sanitation,    solution,    solvable, 

18.  Violation,  restrain,  restore,  store,    straying,    restoration. 


Note  :— At  this  point  you  are  about  half  Wiy  through  the  book,  and  if  you  thoroughly  understand 
all  the  preceding  lessons,  you  should  go  right  ahead.  If,  however,  they  are  not  quite  clear  to  you,  they 
should  be  reviewed  from  page  30. 


74 

\Vord=Signs,  Etc. 

1.  Learning  the  word-signs  may  be  a  little  tedious,  but  you  will  be  well 
repaid  for  your  trouble  when  you  know  them.  These  constantly  recurring 
signs  often  prove  a  valuable  aid  to  us  in  reading  our  notes.  Finally  we  get 
to  recognize  them  as  friends,  and  one  of  them  in  a  group  of  unfamiliar  words 
will  often  give  us  a  clew  to  the  whole  sentence. 

.W.  Ss:_     ^         ...^....^....^...CONS:....^  ...... 

AGO   DIFFER-^/   MARKET    TOO   USUAL-LY  CHARACTER 

.^P          ..XV. 

OURSELVES  RE  PRESENT-ED  REPRESENTATION  RESPECTABLE.  TH  EREFORE-FOK 

xo  S 


9       p 

o     IMS: 


YOURS    YOURSELVES  —  €     TO:KNYTHINC:E.LSE  WE:VMERE  WHO:ARE 

YOURSELF  IN:  THIS:  SECTION  wt:wovu> 

2.  One  of  the  greatest  hindrances  to  the  mastery  of  shorthand  is  the 
desire  to  go  too  fast,  to  learn  the  last  lesson  in  the  book  before  the  first. 
Keep  yourself  in  check,  and  rather  than  go  too  fast,  turn  occasionally  to  the 
lessons  you  have  gone  over,  and  study  them  again.     It  will  refresh  your 
memory  wonderfully,  and  things  that  at  first  seemed  very  mysterious  will 
now  be  perfectly  clear  to  you. 

3.  The  secret  of  learning  may  be  summed  up  in  one  word  —  repetition. 
It  must  be  remembered,  however,  that  this  means  repetition  of  correct  forms. 
Any  other  kind  of  practice  is  time  worse  than  wasted.     The  pianist  who  plays 
difficult  pieces  with  ease  and  skill  does  so  because  of  the  almost  countless 
number  of  times  he  has  played  the  same  piece.     But  even  a  great  amount  of 
practice  on  one  particular  piece  would  not  enable  him  to  play  it  well  were  it 
not  for  an  immense  amount  of  preliminary  practice  on  exercises  and  scales. 

4.  Just  so  with  shorthand.    Lay  the  foundation  well,  and  finally  the  most 
difficult  work  will  not  be  beyond  your  ability.     Perhaps  one-fourth  of  the  time 
and  labor  necessary  to  become  a  good  pianist  will  suffice  to  make  you  an 
expert  stenographer,  and  when  you  have  become  proficient  you  will  have  no 
difficulty  in  securing  employment  at  good  wages,  whereas  it  is  very  doubtful 
if  you  could  get  any  one  to  pay  you  for  playing  on  the  piano. 

5.  The  above  remarks  are  not  intended  to  disparage  the  playing  of  the 
piano,  for  really  it  is  a  valuable  accomplishment,  but  to  encourage  you  in  the 
study  of  shorthand,  and  to  induce  you  to  put  in  a  reasonable  amount  of  practice 
on  it.     Anything  worth  learning  requires  a  certain  amount  of  careful  and 
thoughtful  practice,  and  shorthand  is  no  exception  to  the  rule. 

6.  Not  only  is  the  study  of  shorthand  a  good  financial  investment,  but  it 
pays  in  many  otherways.     Your  knowledge  of  English  will  be  improved;  your 
hand  and  eye  will  become  trained;  you  will  have  an  increased  appreciation  of 
the  value  of  small  things,  and  you  will  learn  to  be  neat  and  orderly  in  your 
work.     You  can  also  make  use  of  your  knowledge  of  shorthand  in  any  other 
study  that  you  care  to  take  up.     In  fact,  there  are  hundreds  of  ways  in  which 
you  can  use  it,  and  if  thoroughly  learned  it  will  prove  a  blessing  to  you  all 
through  life. 


75 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Walker  Bros.,  Chicago,  111.  Dear:  Sirs: — We:  beg:  leave  to  say 
in:  response  to:  your:  favor  of:  the  9th:  instant,  that:  a  representative 
of:  the  firm  you:  mention  came  through  here  a:  few:  weeks  ago,  offer- 
ing what  he  represented  to:  be  first:  class  cloth  at:  a  ridiculously  low: 
price.  However,  we:  were  suspicious  of:  the  quality  of:  the  same, 
and  therefore  took  none  of:  it.  The  representations  of:  this  salesman 
were  of:  the  most  alluring  character;  the  truth  is  his  offers  were  most 
too  liberal  to:  be  genuine.  We  like:  the  looks  of:  your  samples  very 
much,  and:  if  upon:  a  closer  examination  they:  prove  satisfactory,  it: 
will  give:  us  pleasure  to:  do  some  business  with:  you.  We:  thank: 
you  very  much  for  offering  to  allow:  us  sixty  days'  time,  and:  think 
we:  shall  avail  ourselves  of:  it.  We:  are:  doing:  a  fine  business  in: 
this:  section,  and:  if  we:  have  our  usual  summer  patronage  we:  shall: 
have:  to  buy:  a  large  quantity  of:  cloth  of  different  qualities,  especially 
cloths  of  suitable  weight  and:  color  for:  a  hot  summer  season.  Very: 
respectfully:  yours,  Quinlan-Fricke  &:  Co. 


76 

The  Doubling  Principle. 

1.  All  of  the  curves,  and,  under  certain  conditions,  all  of  the  straight 
strokes,  may  be  made  double  their  usual  length. 

2.  The  doubling  of  f,  v,  ith,  the,  s,  z,  ish,  1,  and  n  adds  the  sound  of 
ter,  der,  or  ther.     It  will  not  be  necessary  to  double  the  mp. 

3.  The  doubling  of  m  adds  the  sound  of  ter,  der,  or  ther;  and  where  it 
follows  another  stroke,  as  in  the  word  dreamer,  the  sound  of  er  only  is 
added.     It  should  not,  however,  be  doubled  if  the  r  sound  is  followed  by  a 
vowel,  as  in  the  word  primary;  or  if  the  accented  vowel  comes  between  the 
m  and  the  r,  as  in  the  word  demure;  or  where  two  vowels  come  between  the 
m  and  the  r,  as  in  the  word  premier. 

4.  The  doubling  of  ng  adds  the  sound  of  ker  or  ger,  as  in  anchor,  anger, 
etc.,  but  this  ger  sound  must  be  hard,  the  g  not  having  the  sound  of  j.     Words 
like  singer,  flinger,  springer,  etc.,  do  not  come  under  the  doubling  principle. 

5.  No  vowel  can  be  read  after  the  sound  added  by  doubling;  therefore 
this  principle  should  not  be  used  in  words  like  entry,  angry,  etc.     Exceptions 
may  be  made  to  this  rule  where  the  vowel  is  followed  by  another  sound,  as 
in  alteration. 

6.  In  vocalizing  double  lengths,  we  will  consider  them  as  one  stroke, 
and  place  the  vowels  at  the  beginning,  center,  and  end. 

7.  In  assigning  double  lengths  to  positions,   we  will  consider  them  as 
two  strokes,  the  first  stroke  taking  the  correct  position.      Thus  the  word 
Easter  should  be  written  so  that  the  middle  of  the  stroke  will  be  half  a  space 
above  the  line  of  writing.     Note  well  the  examples  given  in  the  reading  exer- 
cise, and  you  will  have  no  trouble  to  understand  the  rule. 

8.  Circles,  hooks,  etc.,  placed  on  double  lengths  read  in  exactly  the 
same  order  as  on  single  lengths. 

EXAMPLES  OF  DOUBLE  LENGTH  CURVES. 


Heater;    center;  leaders;  alteration;  lather;    drummer;    hunger;      hungry;       banker. 

9.  The    straight  strokes  may  occasionally  be  doubled  at   the  end  of 
words  to  add  the  sound  of  ter,  der,  or  ther,  and  sometimes  tur;   but  this 
principle  should  be  used  only  when  the  doubled  stroke  is  preceded  by  a 
consonant  stroke,  as  in  the  words  doctor,  stricter,  etc.     However,  exceptions 
may  be  made  to  this  rule  in  phrasing. 

10.  The  r  and  w  may  be  doubled  when  standing  alone,  but  only  ter  or 
ther  is  added  to  them  in  this  way,  and  not  der,  unless  used  as  word-signs. 
The  doubling  principle  should  not  be  applied  to  r  and  w  when  standing  alone 
except  to  represent  very  frequent  and  common  words, 

EXAMPLES  OF  DOUBLE  LENGTH  STRAIGHT  STROKES. 


Director;  reflector;  structure;  victor;  rather;   water;    writer;   waiter;    weather. 
11.     A  common  fault  with  beginners  is  to  make   the  double  lengths 
entirely  too  long.     Guard  against  this  by  occasionally  measuring  those  shown 
here  and  comparing  them  with  your  own.     You  will  now  begin  to  perceive 
the  necessity  of  preserving  the  proper  length  of  strokes. 

Xote:  The  doubling  principle  may  be  used  medially,  even  when  the  medial  sylla- 
ble is  followed  by  a  vowel,  in  such  words  as  central,  neutral,  centralization,  etc..  but 
it  should  not  be  used  when  a  word  ends  with  the  sound  of  a  vowel,  as  in  sentry,  en- 
try, etc. 


77 


Reading  Exercise. 


WRITING  EXERCISK. 

1.  Niter,    enters,    Anderson,    hinder,    Henderson,  litter,   loader, 

2.  Ladder,  miter,  fitter,  feather,  fatter,    meter,  motor,  madder, 

3.  Printer,  cinder,  lender,  bender,  render,  ranker, fodder,  shudder, 

4.  Louder,  elder,  leader,  older,  wonder,  slender,  thither,  Easter, 

5.  Luther,    thunder,    thinker,   slander,   deaf,  defense,   defender, 

6.  Rejoinder,   sinker,  drinker,   slaughter,   sultry,   anger,   angry, 

7.  Enters,    entries,    fetter,  theater,   center,  entrance,  entranced, 

8.  Central,  neutral,  centralize,  centralization,  neutralize,  flatter, 

9.  Alter,    smatter,    smiter,    nostrils,    sifter,    mistrial,    nostrum, 

10.  Rostrum,  foster,  master,  tenderer,  flitter,  filter,  flatter,  falter, 

11.  Funny,    funnier,    flutter,    folder,    flanker,    flinger,    stronger, 

12.  Stringer,  drinker,  bringer,  plumber,  clinker,  smother,  smoother, 

13.  Duster,   register,    oyster,   another,    fingering,    December, 

14.  Distemper,  lumber,  slumbering,  tampers,  surrenders,  gender, 

15.  Factor,  manufacture,  structure,  induced,  reducing,  ineffective, 

16.  Making,      magician,     intersection,     interpretation,     inflation, 

17.  Incision,   decision,    division,    dove,    defective,    attractiveness, 

18.  Nativity,    fancy,    fancier,    foundation,    elevation,    infraction, 

19.  Smacking,  slick,  slackness,  defy,  edify,  edification,  limb,  lamp. 


78 

Word-Signs,  Etc. 

1.  The  word  than  may  be  added  to  other  words,  generally  adjectives, 
by  means  of  the  n  hook,  as  in  the  phrase  more:  than.  The  word  been  may 
be  added  to  verb  in  the  same  manner,  as  in  the  phrases  have:  been,  you: 
have:  been,  having:  been,  etc.  Use  r  hook,  and  omit  t  in  transportation. 


DELIVERED  EQUAL  NUMBER  ORDER.   USUALLY  AWHILE  CORRECT 

DETERMINE 


PHS:    6    ... 
HEREWITH  MATERIAL        AV-WELUAS  JT:WUST:8E  IN  REFERE-HCE  MORE:TH»N 

NEW-'YORX  CITy      THAT;YOUR.  THERt:AKt    YOu:HAVC:BEEN  YOU:  WILL'- FAVOR:  US 

2.  Quite  a  diversity  ot  opinion  exists  among  authors  and  stenographers 
as  to  the  value  of  phrasing,  some  making  very  little  use  of  it  and  others 
carrying  it  to  extremes.      If  experience  has  taught  the  author  of  this  book 
anything  at  all,  it  has  taught  him  that  phrasing  is  a  very  valuable  feature  of 
shorthand.     It  is  safer,  however,  to  take  a  middle  ground  in  the  matter,  and 
not  go  to  extremes  one  way  or  the  other.      Moderation  is  good  in  almost 
everything  eKe:  why  should  it  not  be  good  in  phrasing? 

3.  It  must  be  constantly  remembered  that  shorthand  is  a  time-saving 
device,  and  therefore  anything  that  makes  it  swifter  without  decreasing  its 
legibility  should  be  made  use  of.     Certainly  no  one  will  argue  that  a  phrase 
like  as:  well:  as  is  not  legible,  and  really  no  sane  person  would  say  that  these 
words  cannot  be  written  more  quickly  in  this  form  than  separately.      The 
whole  matter  is  that  words  coming  together  naturally  and  easily  should  be 
phrased,  but  no  attempt  to  phrase  them  should  be  made  unless  they  do;  for 
if  it  takes  even  a  fraction  of  a  second  longer  to  write  them  as  a  phrase  than 
to  write  them  separately  there  would  be  no  possible  object  in  phrasing  them. 
Keep  in  mind  the  fact  that  you  are  phrasing  to  save  time,   and  reject  all 
phrases  that  occasion  the  least  bit  of  hesitation  or  confusion. 

4.  It  is  hard  to  make  iron-clad  rules  for  phrasing,  for  the  reason  that 
it  is  often  desirable  to  break  them,  but  in  order  to  have  a  foundation  upon 
which  to  work  let  us,  as  far  as  possible,  abide  by  the  following: — 

a.  Phrase  only  such  words  as  frequently  come  together. 

b.  Phrase  only  such  words  as  are  grammatically  related  to  each  other. 

c.  Phrase  only  such  words  as  can  be  joined  readily  and  easily. 

d.  Do  not  join  too  many  words,  and  take  especial  care  not  to  extend 
phrases  too  far  above  or  below  the  line  of  writing. 

5.  It  is  sometimes  puzzling  to  tell  how  many  words  there  are  in  a  phrase; 
that  is  to  say,  to  determine  where  one  begins  and  the  other  leaves  off.      It 
will  help  you  to  make  them  out  if  you  will  try  them  in  different  ways.     Your 
first  idea  as  to  the  number  of  words  and   their  division   may  not  be  correct. 
It  may  not  be  a  phrase  at   all— perhaps  it  is  just  one  word.       Don't  get  an 
idea  fixed  in  your  head,  and  try  to  make  your  shorthand   come  around  to 
that  idea.     Take  a  new  tack.     It  is  wonderful   what  you  can  do   when   you 
start  to  think.     The  world  is  vours  if  vou  will  onlv  think. 


79 


Reading  Exercise. 


WRITING  EXERCISE. 
1.  Winters  &:  Co.,  New:  York:  City.  Dear:  Sirs: — In:  response 
to:  your:  letter  of:  the  20th:  instant,  I:  beg:  to  acknowledge  receipt: 
(of)  your  price:  list.  After  giving  it:  a  careful  examination,  I:  am 
under:  the  impression  that:  your  prices  and:  terms  are:  very:  reason- 
able. However,  it:  must:  be  remembered  that  painters,  plumbers, 
and  carpenters  of:  this  vicinity  usually  order  their  supplies  from 
Chicago,  as  there:  is:  a  big  difference  in:  transportation  charges.  I 
believe  there:  will:  be:  no  especial  advantage  in:  ordering  supplies 
from:  you  unless  yours  are  superior  in:  every:  way.  However,  I:  will 
give:  them  a:  trial  in:  a:  few:  days,  and:  shall  then  determine  what 
course  to:  take.  There:  are:  a  number  of  painters  in:  this  vicinity 
who:  are  dissatisfied  with:  the  Chicago  houses,  and:  if  everything 
else  were  equal,  so  that  supplies  from:  your  house  delivered  here  would 
cost  no  more:  than  those  from  Chicago,  I:  am:  sure  it:  would:  be  pos- 
sible to  secure  some  large  orders.  Herewith  I  inclose  you:  an  order 
for  supplies  which  I:  can  use  as:  soon:  as  they  arrive,  and:  I  trust  you: 
will  give:  the  same  your  best  attention.  I  also  inclose  money:  order 
for  $56.75,  which  I  believe  is  correct.  Very:  respectfully:  yours, 
Walter  Anderson. 


80 

The  Halving  "Principle. 

1.  This  is  the  most  important  principle  in  shorthand,  for  by  its  use  we 
add  something  by  taking  something  away.     Under  certain  conditions,  any 
stroke  may  be  made  one-half  its  usual  length  to  add  the  sound  of  t  or  d. 
Generally,  the  sound  of  t  is  added  to  the  light  strokes  and   d  to  the  heavy 
ones,  but  there  are  many  exceptions  to  this  rule. 

2.  The  r  should  never  be  halved  when  standing  alone,  but  it  may  occa- 
sionally be  halved  when  it  begins  with  a  hook,  circle,  etc.     The  h  should 
never  be  halved  when  standing  alone,  but  it  may  occasionally  be  halved  when 
it  ends  with  an  f  or  v  hook.     It  will  probably  never  be  necessary   to    halve 
the  w,  and  rarely  the  y. 

3.  Under  no  circumstances  should  any  stroke  be  halved  unless  it  makes 
a  reasonably  good  angle  with  the  preceding  or  following  stroke.     When  strokes 
are  halved  or  doubled,  the  usual  rules  for  joining  them  may  be  disregarded  in 
order  to  secure  good  angles.     Keep  in  mind  the  fact  that  good  angles  are 
necessary  to  legibility,  and  therefore  avoid  obtuse  angles  as  much  as  possible. 

4.  Half-lengths  are  vocalized  the  same  as  full-lengths,  and  no  vowel 
can  be  read  after  the  sound  which  is  added  by  halving;  therefore  the  stroke 
t  or  d  must  be  used  in  all  words  like  pity,  duty,  body,  toddy,  etc.     Words  of 
similar  consonants,  like  lot  and  allot,  may  be  distinguished  by  using  the  full 
length  strokes  in  the  one  which  begins  with  a  vowel. 

5.  Upright  half-lengths  in  the  first  position  are  placed  so  that  the  bottom 
of  them  will  be  half  a  space  above  the  line;  horizontals  are  placed  a  full  space 
above  the  line.     In  the  second  position  uprights  and  horizontals  rest  on  the 
line.     In  the  third  position  all  half  lengths  go  under  the  line.     An  occasional 
exception  may  be  made  to  this  rule  in  the  case  of  upright  half  lengths  pre- 
ceded or  followed  by  other  strokes.     Full  length  uprights  in  a  word  always 
take  the  position,  as  in  the  word  abounds. 

6.  When  half-lengths  make  no  angle  at  all  with  preceding  strokes,  they 
should  be  disjoined,  as  in  dated,  traded,  etc.     Words  like  looked,  select,  liked, 
etc.,  must  be  written  with  full-lengths. 

7.  The  disjoining  principle  need  not  be  confined  to  half-lengths,  for  it 
renders  many  words  more  legible  to  separate  them  wherever  a  bad  angle 
occurs.     This  applies  especially  to  words  that  are  really  two  words,  but  are 
written  in  English  as  one,  such  as  overeat,  overtax,  etc. 

EXAMPLES  OF  THE  RULES. 
'N?       v  •  • 


v  v 

Pits;    beds;     puts;    gifts;  cautioned;  bounds;  abounds;  splints;  sprints;     dated;     beared. 

8.  The  outlines  in  the  above  examples  should  be  studied  very  carefully, 
especially  with  a  view  to  learning  the  order  in  which  the  vowels  and  conso- 
nants read.     A  very  common  mistake  is  to  read  the  s  before  the  t  or  d  in 
words  like  gets,  beds,  etc. 

9.  When  there  is  a  choice  of  halving  two  strokes,  generally  the  last  one 
should  be  halved,  as  in  the  words  splendid,  appointed,  landed,  etc. ;  but  this  rule 
need  not  be  followed  if  a  better  outline  is  secured  by  halving  the  other  stroke. 


81 


Reading  Exercise. 


WRITING  EXERCISE. 

1.  Pete,  pate,  pat,  kite,  cut,  cat,  late,  let,  lit,  tight,  Scott,  skate, 

2.  Scat,  bat,  sheet,  shut,  shad,  spite,  sped,  spat,  plait,  treat,  trade, 

3.  Tried,   pain,  pained,  point,   appoint,  penned,   pant,  gained, 

4.  Puffed,   abaft,   bent,  event,  vent,  venture,  vainer,  refrained, 

5.  Restrained »    chained,     unrestrained,     unredeemed,     intrude, 

6.  Entreat,   untried,    unjust,    disturbing,    undisturbed,   instinct, 

7.  Punctual,  unpunctual,    defrayed,   infringed,  delight,  treated, 

8.  Dreaded,    freighted,    belated,    bidden,    unbidden,    arrested, 

9.  Unrested,    light,    alighted,    lot,    alloting,    alloted,    allotment, 

10.  Mental,  mind,  minding,  minded,  pitted,   baited,  hated,  heat, 

11.  Heave,  heaved,  derived,  awaited,  waded,  mated,  unlighted, 

12.  Unlit,  enlightenment,  infringement,  retreat,  retire,  retirement, 

13.  Believe,   believed,    demand,    admitted,    unrequited,    blinded, 

14.  Blinder,  star,  start,  starred,  starry,  fared,  ferry,  failed,  jilted, 

15.  Cent,    incentive,    retentive,    allowed,    loud,    loudly,    lately, 

16.  Slightly,  slighted,  remit,  unremitted,   remote,  heated,  hived, 

17.  Waved,   awakened,    barred,    sparred,    stir,    straight,    stirred, 

18.  Fairest,  enlisted,  advisement,  enforcement,   displayed,  scent. 


82 

Word=Jigns,  Etc. 

1.  In  this  list  some  of  the  half-length  words-signs  are  introduced,  and 
great  care  should  be  taken  not  to  make  them  too  long.  Remember  that  your 
full  length  stems  are  the  standard  of  measurement.  Therefore  it  follows  that 
yonr  half  lengths  should  be  only  one-half  as  long,  your  quarter  lengths  (the 
vowels  and  vowel  word-signs)  just  one-quarter  as  long,  and  your  double- 
lengths  twice  as  long.  It  is  very  important  that  you  make  proper  distinctions 
in  length.  Shorthand  can  be  read  if  written  without  any  shading  whatever, 
and  even  without  a  line  of  writing,  but  if  the  right  proportion  of  the  lengths 
is  not  preserved  it  will  be  very  difficult  to  make  it  out.  There  is  one  exception 
to  the  rule  for  preserving  the  correct  length  of  strokes.  Sometimes  we  half 
length  a  stroke  when  we  really  do  not  wish  to  add  t  or  d,  as  for  instance  the 
fr  in  the  word  friend.  This  principle  will  be  explained  more  fully  later. 


ACCORtHNC-LY  ACCURATE  AUREAJ>r  BOARD  COULD  -CENTLEMEN    COOO 


r       <*.    »        /*      v 

...  .\  ...  .Cons:   V-.  . 

' 


OUC.HT      PART  PARTICULAR-LY  PROFIT  SHORT  SOIAEWHAT  SPHWT    SUBJECT      BEFOREHAV& 

PRQPHET  (N.»*oV.) 


.  .l  ....... 

'HARD  INTO    KNOWLEDCE:  MYiE.UF   PROFICIENT  WHETHER  AT  H4N6     8ETTE«:THAM 

WEATHER 


'HAV.BCEN  IAM.ABLE:TO  T:AM.IN-E.*RNEST  TN:REOARO  LET:US:KNOW- 


••y--  '    ^-      •'S 

TO:ME  TYPEWRITING  OEPT.  6  YOUNC-'MAN  YOUR:RECEMT:FAVOR  '\ 


2.  The  word  to  may  occasionally  be  added  by  halving,  as  in  the  phrase 
/.•  am:  able:  to;  and  in  may  be  added  by  the  n  hook,  as  in  the  phrase/.-  ant: 
in:  earnest.     If  a  word  is  written  with  a  stroke  that  can  be  turned  two  ways, 
it  may  be  inverted  or  reversed  in  order  to  distinguish  it  from  a  conflicting 
word.     Thus  the  word  sent  may  be  inverted  to  distinguish  it  from  send.     The 
words  him  and  me  may  be  distinguished  in  phrasing  by  writing  him  down- 
ward and  me  upward. 

3.  Stroke  d  struck  through  a  preceding  word  stands  for  department '. 
The  word  not  may  be  added  to  any  word  by  halving  it  and  adding  the  n  hook, 
as  in  the  phrase  will:  not:  object. 

4.  Where  the  past  tense  of  a  word-sign  or  contraction  is  not  given,  it  is 
added  in  the  usual  way,  by  halving,  by  means  of  st  loop,  etc.     Advanced 
writers   may   omit   indicating   the   past   tenses  where  any  loss  of  speed  is 
occasioned,  as  will  be  explained  later. 

5.  In  studying  this  and  following  lessons,  frequent  references  to  the  full 
lists  of  word-signs  and  contractions  will  be  found  helpful.     No  mention  was 
made  of  these  lists  before  reaching  this  point,  for  the  reason  that  the  prin- 
ciples involved  in  the  words  contained  in  them  had  not  been  explained,  but 
you  are  far  enough  along  now  study  them  intelligently. 


83 


•v. 


Reading  Exercise. 

^•j 


\  '^-«'       . 

WRITING  EXERCISE. 

1.  Mr.  J.  A.  Dunn,  Montgomery  City,  Mo.  My:  dear:  Sir:— '- 
Your:  recent:  favor  is  just  at:  hand,  and:  in:  response:  (to  the)  same 
would:  say  that:  we:  have  sent:  you  under:  separate  cover  our  latest 
catalogue.  We  trust  in  it  you:  will:  find  all:  the  information  you 
desire  in:  regard  to:  our:  terms,  etc.  According  to:  our  calculation, 
it:  will  take:  you  at:  least  eight  months  to  become:  a  thoroughly  pro- 
ficient reporter,  and:  if:  possible  you  ought:  to  devote  even  more  time 
than  this  to:  the  study.  It:  is  particularly  desirable  that:  you  spend: 
a  part  of:  your  time  in:  the  typewriting:  department,  for:  you:  could: 
not  possibly  spend  your  time  to  better  advantage.  A  young:  man 
can:  do  nothing  better:  than  to  devote  a  good:  part  of:  his  means 
toward  the  acquirement  of:  an  education,  and:  it:  is  somewhat  doubt- 
ful whether  or:  not  one  can  carsy  on:  a  business  of:  any:  kind  with: 
profit  without:  it.  We  assure:  you  that  if:  you  attend  our  school  you: 
will  acquire:  a  thorough  knowledge  of:  the  different  subjects  you  may 
take:  up.  If:  you  desire:  us  to:  look:  up  a:  boarding:  house  for: 
you,  kindly  let:  us:  know  beforehand,  so:  that  we:  can:  have  every- 
thing in:  readiness  for:  you.  Yours:  very:  truly,  The  Bryant  & 
Stratton  College:  Co. 


84 


Prefixes  and  Affixes. 


1.  The  sound  of  con,  com,  coun,  or  cog  is  represented  by  a  short  oblique 
tick  at  the  beginning  of  outlines.     It  may  be  written  in  any  direction,  and  is 
usually  straight,  but  when  preceding  a  circle  it  should  take  the  direction  of 
the  curve  of  the  circle.     It  is  made  heavy  for  the  prefix  accom.     No  vowels 
can  be  read  before  the  prefixes. 

2.  All  of  the  above-named  sounds  and  the  sound  of  cum  may  be  indicated 
in  the  middle  of  a  word  by  disjoining  the  strokes  at  the  point  where  the  sound 
occurs,  and  placing  the  disjoined  stroke  close  to  the  preceding  one. 

3.  The  prefix  magna,  magne,  or  magni  is  represented  by  the  mg,  and 
fore  or  for  by  the  stroke  f . 


EXAMPLES  OF  THE  PREFIXES. 


-3 t- 


Conduct;   common;   counsel;  cognate;  concern;  construct;  accomplish;  uncontested. 


3 V     ..»..'.         3i.~.*-rt«      O.i     X. 

Incomplete;  encumbrances;  unaccommodated;  magnitude;  magnanimous;       foretell;        forget. 

4.  The  affix  ble  or  bly  is  represented  by  the  b,  but  this  should  be  done 
only  when  the  bl  cannot  conveniently  be  made.     Fore,   for,   ful,   or  fully  is 
represented  by  the  f ,  but  the  fl  should  generally  be  written  for  ful  or  fully. 
Ship  is  represented  by  the  sh,  disjoined  if  necessary,  and  ever  by  a  v. 

5.  The  affix  ality,  ility,  arity,  or  erity  is  represented  by  disjoining  the 
consonant  which  immediately  precedes  the  sound  to  be  added.    It  is  preferable 
to  use  the  half-length  bl  for  ility  in  such  words  as  stability,  reliability,  etc. 
The  affix  self  is  represented  by  a  small  circle,  and  selves  by  a  large  one. 

EXAMPLES  OF  THE  AFFIXES. 


Seasonable;    sensibly;    suitable;    vitality; 


sensibility;   vulgarity;     prosperity;   instability. 

^....\^..r.. 


; 


Painful;    township;      friendship;    heretofore;       therefor;    himself;    ourselves;      whenever. 

6.  Many  of  the  words  having  prefixes  and  affixes  are  so  long  and  of  such 
distinct  outline  that  it  is  unnecessary  to  write  them  in  the  correct  position, 
and  they  may  safely  be  placed  on  the  line. 

7.  Beginners  should  use  the  stroke  f  as  a  prefix  or  affix  only  in  very 
common  words,  but  advanced  writers  may  make  a  more  extensive  use  of  it. 

8.  In  actual  work,  the  prefixes  con,  com,  etc.,  are  seldom  written,  but 
are  implied  by  writing  the  word  in  which  they  occur  close  to  the  preceding 
word.     This  principle  will  be  illustrated  in  the  next  lesson  on  word-signs. 

>"ote:  The  student  should  bear  in  mind  that  a  shorthand  outline  will  some  times 
epell  several  words;  thus  ms  in  the  first  position,  without  vowels  may  spell  myself, 
miss,  moss,  mice,  etc.  In  a  sentence,  the  context  should  indicate  clearly  the  one  in- 
tended. ' 


"Kneading  Exercise. 

J./ 


WRITING  EXERCISE. 

Contains,  condense,  consume,  consolation,  composing,  content, 
Contention,  conceive,  contingent,  complex,  complication, 
Consideration,  considerate,  composition,  composite, 
Complement,  complain,  compare,  comparison,  compress, 
Compromise,  comply,  compel,  compensate,  compensation, 
Common,  connection,  communication,  cognizant,  cognomen, 
Cognizance,  council,  counselor,  counterpart,  countenance, 
Countersign,  ccuntervote,  accommodation,  accommodated, 
Unconsoled,  unconcerned,  uncommon,  unconscious, 
Unconfounded,  inconstant,  unaccomplished,  magnifying, 
Magnitude,  magnificence,  magnetic,  foreboding,  forbidding, 
Unencumbered,  encumbrance,  flexibility,  inflexible,  blamable, 
Unable,  inability,  stability,  vulgarity,  discontinue,  insoluble, 
Defensible,  relationship,  horsemanship,  combativeness,  himself , 
Herself,  myself,  yourself,  themselves,  disdainful,  manful, 
Combined,  combination,  confirmation,  confusion,  misconstrue, 
Unconditional,  foregone,  forelock,  steamship,  consulship, 
Seamanship,  frugality,  accountability,  feasibility,  defeating. 


86 

Word=Signs,  Etc. 

1.  This  is  the  last  list  of  word-signs,  and  when  it  is  mastered  your 
troubles  will  be  almost  over.  All  the  principles  of  shorthand  have  now  been 
explained,  and  with  this  lesson  we  complete  the  rules  for  phrasing.  It  should 
l>e  kept  in  mind,  however,  that  the  phrases  shown  in  this  and  preceding  lessons 
are  only  examples  of  the  art,  for  hundreds  of  other  phrases  can  be  formed  in 
the  same  way.  Also  additional  word-signs  and  contractions  can  be  invented 
to  suit  certain  lines  of  business.  That  is  to  say,  if  you  h'nd  yourself  in  a  line 
of  business  where  certain  words  are  used  over  and  over,  you  can  get  up 
convenient  abbreviations  for  them,  and  save  yourself  much  labor. 

,./..'.   -°        \   .->    .>  /, 

Ah       AWARE  AWF  BECAUSE  BEEN  BEGAN    BUiLD  CHILL  GENERAl-LY 

8EGUN 


IMMEDIATE  LY   IMPORTANT  IMPORTANCE  INFLUENCE  °  ITSCLF 
C  e~N  r\ 


MARK  MILLION  NEAR  PRINCIPLE       REMARK  ED  TOWARD  VALUE 

PFUNUPAL-LY 

v. . .  — .".  .    CONS:    .  .V  .  ..^ -"""        ~V~       Pus  r  . 

YET  YOUNC,  BFHINO      HAND  WHEREAS  FAMiLlAfVLY  AT:ALL 


......    -^  ••-,-  J 

AT:OUR  CANNCT  CAN'T  DIE-NOT  DION  T  DO  NOT  DON  T  COULD:  NOT 

*S        ~^x  r 

••  ^  -  A  ..........  ( 

COULDN'T  I:  CONFESS  IF-.THE.REOVIF.THEIR.  I-.T^HINKTHERE  or  THEIR. 

or  H:  THEY:  ARE        ™ 

:  NCT-.COMPLAIN  N\AY:NOT  MORE.-OR.LE.SS 


s~ 

\   ........    \^  •     .  V-s   .     .     .      .  • 

r  TO:HIM  TO'.r^AE  TONIGHT  WHICH:ARE;  WITH:H»N\ 

2.  The  student  should  observe  that  the  first  sound  in  words  like  white, 
wheel,  whale,  etc.,  is  h,  and  not  w.     In  shorthand,   the   h  may  be  omitted 
from  such  words,  writing  them  simply  wl.      Gentleman   is  written  in    the 
second  position  to  distinguish  it  from  Gentlemen  . 

3.  The  words  all  and  will  mav  be  added  to  other  words  by   means  of 
the  1  hook,  as  in  phrases  like  it:  will,  at:   all,  etc.;  and  the  words  are  and 
our  by  means  of  the  r   !iook,  *s  in  tlio  phrases  which:  are  and  at:  our. 

4.  The  prefixes  ecu,  ..or,.,  etc.,  may  be  implied  by  writing  the  remainder 
of  the  word  close  to  a  preceding  word  ,  as  in  the  phrases  /.•  confess  and  /.-  -i'lll: 
•tot:  complain.     The  words  there,  their,  other,  or  they  are  may  be  added  tr 
curves  by  doubling.     The  word  own  may  be  added  by  the  n  hook. 


87 


Reading  Exercise. 


r 


->.vO 

r 


iiiv-K 


^.Cx^/.Yq 

IA  /  V 


V* 


WRITING  EXERCISE:  . 
1.  Dear  Molly: — I:  was  glad  to  hear  from:  you:  and  to:  learn  that: 
you:  have  left:  the  days  of  drudgery  behind.  I:  had  begun  to:  think 
you  did:  not  study  your:  lessons  as:  much:  as  you  might.  Instruct- 
ors generally  complain  a:  good  deal  on:  that  score.  I  once  heard  my 
teacher  say  that  if  she  lived  to  teach:  a  million  pupils,  she  didn't  think 
she  would  ever  have  one  who:  would  study  a:  lesson  too  much.  How- 
ever, I:  think:  there  are  some  teachers  who:  will  wait  till  you:  are:  dead 
before  they:  will  say  anything  good  about:  you.  I  confess  to  being 
somewhat  inclined  to:  build  air  castles  tonight,  especially  as:  the  hands 
of:  the  clock  draw  toward  the  twelve  mark.  The  influence  of :  the  hour 
itself  is  enough  to:  make  one  dreamy,  and:  I  fear  if  I:  do:  not  bring  this 
letter  to:  a  close  soon  I:  will:  be  sayingodd  things.  Some:  day  you  and: 
I  will:  be  writing  to  each  other  in:  a  new  language,  and:  then  it:  will: 
be  so  much  easier,  for  we:  will  only  have  to:  make  a:  few  marks  to  ex- 
press a  great  deal;  whereas  now  we:  have  to  scribble  and  scribble,  and 
then  can't  say  half  what  we  want  to:  say.  I:  think:  it:  is  about  time  for 
everybody  in:  the  world  to:  learn  shorthand,  don't  you?  Well,  I'm 
tired  now  and  sleepy  too,  and:  I  guess  you:  are:  the  same,  so  good 
night.  Affectionately,  Lilly. 


88 

VoWel  Indication,  Etc. 

The  beginner  in  shorthand  must  take  advantage  of  every  opportunity  to 
indicate  the  location  of  vowels,  and  even  the  advanced  writer  will  find  it 
advantageous  to  do  so  where  it  does  not  interfere  with  speed. 

The  following  rules,  though  having  some  exceptions,  will  prove  helpful: — 

1.  Use  full-length    strokes   to   indicate  a  preceding  vowel;  thus,  write 
abed  with  the  b  and  d  strokes,  and  bed  with  a  half-length  b. 

2.  Use  full-length  strokes  to  indicate  a  following  vowel;  thus,  write  pet 
with  a  half-length  p,  and  petty  with  the  p  and  t  strokes. 

3.  When  a  word  begins  or  ends  with  the  sound  of  s,  use  the  circle,  as 
in  stay,  pace,  etc.     When  a  word  ends  with  the  sound  of  z,  use  the  circle,  as 
in  pays. 

4.  When  a  word  begins  with  the  sound  of  z,  use  the  stroke,  as  in  zeal, 
czar,  etc. 

5.  When  a  word  begins  with  a  vowel,  followed  bysorz,  use  the  stroke, 
as  in  espy,  easel,  etc. 

6.  At  the  end  of  a  word,  no  vowel  can  be  read  after  the  s  or  z  circle, 
the  st  or  str  loop;  therefore  use  the  strokes  in  words  like  pussy,  busy,  dusty, 
pastry,  etc. 

7.  When  s  is  the  only  consonant  of  a  word,  use  the  stroke,  as  in  saw, 
sea,  sigh,  say,  etc.,  and  in  such  words  as  these,  the  plural,  the  possessive,  or 
the  different  persons  of  the  verbs,  should  be  formed  by  using  the  circle  sorz 
finally.     The  same  rules  will  apply  to  the  z  stroke. 

8.  When  two  necessary  vowels,  one  of  which  is  accented,  come  between 
s  or  z  and  preceding  or  following  consonants,  as  in  science,  scion,  Zion,  etc., 
use  the  stroke. 

9.  Short  words  like  fail,  fair,  bear,  dare,  etc.,  should  be  written  open; 
that  is  to  say,  the  strokes  should  be  used.     Words  like  fly,  free,  flow,  fray, 
etc.,  should  be  written  closed;  that  is  to  say,  with  the  hooks,  indicating  no 
vowel  between  the  stroke  and  the  hook. 

10.  Words  containing  several  vowels  should  be  written  with  a  fuller  out- 
line than  those  containing  perhaps  only  one.     Thus  the  word  create  should  be 
written  with  the  k.  stroke,  the  r  hook,  and  the  t  stroke,  while  crate  should 
be  written  with  a  half-length  k  stroke  and  an  r  hook. 

11.  Whenever  it  is  desired  to  indicate  definitely  that  a  word  ends  with  t 
or  d,  the  t  or  d  stroke  must  be  used,  and  not  the  halving  principle.     This 
distinction  is  especially  useful  in  writing  proper  names.     Many  writers  prefer 
to  use  the  stroke  d  in  all  words  beginning  with  an  1,   followed  by  a  vowel, 
and  ending  with  d,  such  as  laid,  lad,  etc.     This  is  a  good  idea,  as  it  plainly 
distinguishes  such  words  from  those  ending  with  t. 

12.  The  sound  of  p  is  almost  an  imaginary  one  in  such  words  as  tempt, 
empty,  etc.;  therefore  it  may  be  omitted  altogether. 

13.  The  k  sound  may  be  left  out  of  words  like  anxious,  sanction,  etc. 

14.  The  n  hook  may  occasionally  be  omitted  between  strokes  in  order  to 
secure  a  more  convenient  outline,  as  in  the  word  financial. 

15.  Silent  consonants  are  sometimes  used  in  shorthand  to  distinguish 
between  positive  and  negative  words.     Thus  the  word  unnecessary  should  be 
written  with  two  n's  in  order  to  distinguish  it  from  necessary. 


89 

16.  It  is  often  convenient  to  write  derivative  words  in  the  same  position 
as  the  primitive.     Thus  tax  and  taxation  may  both  be  written  in  the  third 
position,  regardless  of  the  fact  that  taxation  is  really  a  second  position  word. 

17.  A  very  valuable  and  time-saving  principle  in  shorthand  is  to  shorten 
strokes  to  which  it  is  not  intended  to  add  t  or  d.    Thus  in  the  word  uninstructed 
the  two  n's  may  be  shortened;  in  the  word  standard  all  the  consonants  may 
be  shortened;  in  the  word  accepted  the  p  and  the  t  may  be  halved. 

18.  Occasionally  a  vowel  may  be  inserted  to  distinguish  between  words. 
Thus  in  occupy  the  i  vowel  may  be  used  so  that  the  word  can  be  told  from  keep. 

19.  Occasionally  words  may  be  distinguished  by  writing  one  of  them  out 
of  its  correct  position.     Thus  accept  may  be  written  in  the  third  position  to 
distinguish  it  from  except, 

20.  Word-signs  may  occasionally  be  used  in  connection  with  other  words, 
especially  to  form  contractions,   but  they  should  rarely  be  used  as  a  part 
of  a  proper  name. 

21.  The  half-length  r  may  be  made  heavy  to  indicate  that  the  word  ends 
with  d,  and  not  t.     At  the  end  of  words,  the  half-length  1  may  be  made 
upward  for  It  and  downward  for  Id;  as  in  pelt,  pulled,  etc. 

22.  So  far  as  possible,   derivative  words  should  keep  the  form  of  the 
primitive,  but  this  rule  need  not  be  followed  if  a  better  outline  is  otherwise 
secured.     It  will   frequently    be    found    better  to  change  the  form  in  the 
negatives;  thus,  the  strokes  should  be  used  in  the  word  variably  but  in  in- 
variably the  r  hook  should  be  used. 

THE  TABLE  OF  APPENDAGES. 

The  student  is  recommended  to  study  this  table  thoroughly,  as  it  contains 
a  complete  exposition  of  the  principles  of  shorthand.  Some  of  the  combina- 
tions shown  therein  are  rarely,  if  ever,  used,  but  it  will  do  no  harm  to  practice 
them.  In  the  table,  some  of  the  circles,  loops,  etc.,  are  left  slightly  open  in 
order  to  show  the  direction  in  which  they  are  turned,  but  in  writing  them 
they  should  be  closed.  Where  two  strokes  are  shown,  the  first  is  preferable. 
The  strokes  marked  with  a  star  can  be  written  in  the  opposite  direction,  but 
this  can  be  done  only  when  they  are  joined  to  other  strokes. 

REVIEW  QUESTIONS. 

1.  Describe  the  n  hook,  and  give  the  rules  for  the  use  of  it  and  the 
stroke.  2.  How  is  ns  indicated  on  straight  strokes?  3.  On  curves? 
4.  Describe  the  f  or  v  hook.  5.  How  is  the  circle  s  added  to  it?  6.  Can 
a  vowel  be  read  after  it?  7.  Describe  the  m  hook.  8.  On  which  strokes 
can  it  be  placed  initially?  9.  Can  a  vowel  be  read  before  the  initial  m  hook? 
10.  What  are  the  ler  strokes,  and  how  are  they  made?  11.  Describe  the 
tive  hook.  12.  Can  a  vowel  be  read  after  it?  13.  What  is  the  shun  hook, 
and  on  which  strokes  is  it  written  ?  14.  How  is  the  sound  of  ter,  der,  or  ther 
added  to  certain  strokes?  15.  To  what  stroke  is  added  the  sound  of  ker  or 
ger,  and  how?  16.  What  is  added  to  a  stroke  by  halving  it?  17.  Can  a 
vowel  be  read  after  the  sound  of  t  or  d  added  by  halving?  18.  What  are 
the  prefixes?  19.  The  affixes? 


90 

NEW  CENTURY  SHORTHAND. 


Exercise  on  VoWel  Indication. 

The  student  should  try  to  read  the  words  on  the  following  page  without 
reference  to  this  one.  Of  course  some  of  the  outlines  will  spell  more  than 
one  word,  but  if  a  word  is  read  for  which  the  outline  would  be  correct,  po- 
sition and  all  other  points  being  taken  into  account,  it  will  not  be  con- 
sidered a  mistake.  When  the  shorthand  outlines  have  all  been  read,  cover 
them  up,  and  try  to  make  correct  outlines  from  the  words  on  this  page,  com- 
paring them  with  the  opposite  page  when  finished.  Write  them  in  this 
manner  until  you  can  write  and  read  every  word  on  the  page  without  an 
error.  This  kind  of  practice  will  prove  of  the  greatest  possible  benefit,  for 
not  only  will  the  correct  outlines  of  all  these  words  be  learned,  but  by  under- 
standing the  principles  upon  which  they  are  formed,  hundreds  of  similar 
words  can  be  correctly  written. 

1.  Nile,  nail,  newly,  defy,   deny,  funnier,  evoke,  jovial,  sunrise,    fix, 
Pacific,  vexed. 

2.  Spying,    stony,    suspire,    advises,   recesses,  forester,    scenery,    mis- 
chievous, musty,  wooden,  winner,  quota,  sweetest,  pryingly. 

3.  Prospering,  legal,  illegal,  logical,  illogical,   tine,  tiny,  tiniest,  strive, 
fluffy,  scale,  imply,  Maggie,  gums,  lurch. 

4.  Nailer,    authoritative,    optional,     section,    sectional,     professional, 
illiterate,  literary,  advancement,  tender,  tenderer,  tenderest,  bravest. 

5.  Announcement,  probationer,  insure,  feature,  misfortune,  conquest, 
convict,  confectionery,  administrative,  watchword,  instrumentality,  senator. 

6.  Kindly,  century,  encounter,  vagabond,  vacant,  universal,  unpardon- 
able, dividends,  banker,  franker,  European,  bright. 

7.  Fantastic,  straightener,  chancery,  chancellor,  inventor,  frightener, 
divergence,  bed,  abed,  sunstruck,  ginger,  protective. 

8.  Pays,  easel,  espy,  lad,  pastry,  past,  anxious,  cruet,  crude,  conclude, 
Denver,  features,  czar,  bear,  bray,  try. 

9.  Recite,  rested,  saw,  sue,  seas,  fail,  bail,  skull,  empty,   fatty,  sanc- 
tion, financial,  standard,  uninstructed. 

10.  Necessary,    unnecessary,   keep,   occupy,    accepted,   tarred,    barred, 
dairy,  variable,  invariable,  troublesome. 

11.  Science,  scientific,  Zion,  assignment,  pulled,   pelt,  boiled,   mailed, 
melt,  toiled,  committee,  fact,  factor,  effect. 

12.  Factory,  disability,  inability,  duet,  pearl,  peril,  distinct,  distinctive, 
distinction,  void,  avoid,  chaos,  pantry,  pioneer. 

13.  Consignment,    advisement,    pointer,    bound,   abound,   wait,  await, 
varies,  suspensory,  writings,  readings,  believableness,  attorney. 

14.  Piano,  tremble,  afternoon;  forenoon,  completeness,  buildings,  train, 
untrained,  unroofed,  pleasantly,  tonight,  morning,  identical. 

15.  Compensation,    brighten,    light,     alight,     enlighten,    mindfulness, 
untrodden,  dispensary,  unfortunately,  unlicensed. 


91 


TABLE  OF  APPENDAGES. 

's  — ;  —  S;S$-;-SS:--ST  -STR  W-:^W!S\A/-;-«.  .s-'T'.ss-*;  -L.  'S-L.  —  N  •  -NS':-NSS' 


{jl         r^   _  '.         o      •  f^          .  _O      •  _^>      _^O      ,^—    ' »__—     •  (J—    •  <— —    •  0 •  O~~       ' .     ^—         '         0 

P    \    V  ^   ;\>  .\  V\  'V'N   V\    °\    \   *\     N    \   . 
6    V  \>  \.    No   VV  \    X  <\  \    %    <\    <\    ^     ^>     ^ 

T  f  i  f   b,  i'.b.  i  .1  1  .1. 1  1  r  r   j    j 
p  f  t  f  t-i  b  .1  r  1  1   I  1  f  f   J    J 

CM:/  /  /°  6  /  /  /  -  :7  ;.;    :  '•/'/'/</• 

TH,.e    't/e.    ^     6.'.6.  I        'TK^C     ,:9C'9f;(      6 
T-H  C   .4  -e ...  t    (    6    (.        -1   KK       :9C;9C    C     6 
$    3    f .  l  .a    J    4    J       :?. 

Z    )  \)      9     a     ^     d     )        .:T  ^      ^ 

S  H  -^    <y    9  '  o/'    ^    ^    ^         •/*     S  2  ' . .'  9  -9    **  '•* 

iQ         I    "~    I      ^1       t  •/*         59  "")       *)       J       eJ 

M 

N. 
NO 


<*•-.& 

/  J  '     •      :     •  f  •     . 3—JLJ-  3 


Note  1.  The  letters  and  dashes  at  the  top  stand  for  the  strokes  and  appendages 
in  their  respective  columns:  thus  s —  means  sk  or  ag,  or  any  other  letter  in  the  short- 
hand alphabet;  — s  means  ks,  gs,  etc. 


(See  Page  89  for  Explanation.) 


93 


-NST.-NSTR  -F.V.  ,- 


rage  o»  IDI    rjApmiiciuoii.,) 

TIK!-Shl»;-iVMK:-WSHN:-NSSHN;-  WJ:  -TO--  rSUNT:   NTJ-'.FT     ,^TS 
;  •          •  THE*  PS      No'.'NOi-    FP      f  D^> 


Note  2:  Strokes  marked  with  a  cross  are  made  upward;  all  others  are  made  down- 
ward or  from  left  to  right;  if  the  two  strokes  shown  in  one  of  the  squares  are  to  be 
made  upward,  the  cross  is  written  between  them. 


9J 

\Vord=Signs. 

ARRANGED  ACCORDING  TO  THE  LONGHAND  ALPHABET. 
All  of  these  word-signs  have  appeared  in  the  preceding  lessons,  and  you 
should  know  them;  but  for  fear  you  do  not,  you  may  go  over  them  again  in 
the  following  manner:  Cover  this  page,  and  see  if  you  can  read  them  all 
from  the  shorthand;  then  cover  the  shorthand,  and  see  if  you  can  make  them 
all  from  this  page.  In  the  same  manner,  practice  reading  and  writing  them 
from  the  end  back  towards  the  beginning. 

1.  A-an-and,   accord-ing-ly,  accurate,    advantage,    ago,   ah,  aim,  all, 
already,  am,  any,  appear,  are,  as,  assure,  awe,  aware,  be. 

2.  Because,  been,  before,  begin,  began-begun,  beyond,  bill,  billed-build, 
board,  call,  can  (v),  care,  child,  could,  deal,  dear,  deliver-ed,  differ-ence-ent, 
difficult-y. 

3.  Do,  dollar,  equal-ly,  ever,  every,  eye,  favor,  fill,  first,  for,  from,  full-y, 
general-ly,  gentleman,  gentlemen,  give-n,  good,  has,  have,  he,  hear-here. 

4.  Him-home,  his,  happy-hope-d.^hour,  how.  however,  I,  immediate-ly, 
importance,  important,  in,   influence,  is,  it,   itself,   language,  large,   long, 
mark-ed. 

5.  Market,   matter-ed,  may   (v),  member,  man,  men,   mere,  million, 
more,  Mr.,  much,  near,  now,  number,  O-oh-owe,  object  (n  and  v),  of,  one, 
once-ones,  opportunity,  or. 

6.  Order,  other,  ought,  our,  over,  part,  particular-ly,  possible,  principle- 
pal-ly,   profit-prophet,   remark-ed,  remember-ed,  satisfy-ed-actory,  several, 
shall,  short,  should,  somewhat,  spirit,  subject  (nandv),  sure*ly,  tell,  thank- 
thousand,  that,  the,  them. 

7.  Their-there,   thing,   think,  this,  those-thus,  though,   till  (prep),  to, 
to:  be,  together,  too,  toward,  truth,  United:  States,  usual-ly,  value,  very,  was, 
we,  were,   what,   when,   which,  who,   whole,  whom,  will  (v),  wish,  with, 
without,  would,  year-s,  yet,  you,  young,  your. 

THE  SAME  WORD-SIGNS  ARRANGED  ACCORDING  TO  THE  SHORTHAND  ALPHABET 

1.  Accord-ing-ly,  accurate,  because,  call-equal-ly,  can  (v),care,  could, 
mark-ed.  market,  ago,  begin,  began-begun,  give-n,  good. 

2.  Together,  appear,    happy-hope-d,  opportunity,    particular-ly,  part, 
possible,  principle-pal-ly,  profit-prophet,  spirit,  be,  been,  before,  bill,  billed- 
built,  board,  member-remember-ed,  object  (n  and  v) ,  subject  (n  and  v) ,  to:  be. 

3.  It,  itself,  satisfy-ed-action,  tell,  till  (prep),  toward,  truth,  advantage, 
deal,  dear,  deliver-ed,  differ-ence-ent,    difficult-y,  do,  dollar,  child,  much, 
which,  general-ly,  gentleman,  gentlemen,  large,  fill,  first,  for. 

4.  From,   full-y,  ever,  every-favor,  have,  however,  over-very,  several, 
value,  thank-thousand,  think,    with,    other,    that,    them,  their-there,  ^this, 
those,  thus,  though. 

5.  Was,  assure,  shall,  short,  sure-ly,  usual-ly,  wish,  number,  whole,  will 
(v),  aim-may,   am-him-home,   immediate-ly,   importance,  important,  man, 
matter-ed,  men. 

6.  Mere-Mr.,  million,  more,  any,  in,  influence,  near,  now,  one,  once- 
ones,  United:  States,  language,  long,  thing,  young,  are. 

7.  Aware,  order,  our-hour,  remark-ed,  hear-here,  year-s,  your,  awe,  of, 
to,  all,  too,  the,  a-an-and,  already,  O-oh-owe,  ah,  he,  ought,  who,  whom, 
or,  should,  I-eye,  you,  how,  as-has,  his-is,  we,  when,  without,  what,  were, 
would,  beyond,  yet. 


95 


\  \ 


f  1- 


^ 


•NX       \      i 


v  o  c 


96 

Outlines  and  Contractions. 

The  student  should  practice  reading  the  shorthand  outlines  until  they 
can  be  read  without  the  slightest  hesitation,  reading  first  from  top  to  bottom, 
and  then  in  the  opposite  direction.  Next,  practice  writing  the  words  on  this 
page  in  both  directions,  comparing  the  outlines  each  time  with  those  on  the 
opposite  page.  If  any  of  the  words  are  incorrectly  written  they  should  be 
practiced  over  and  over  until  they  can  be  made  quickly  and  correctly. 
Many  of  the  words  in  this  list  are  simply  derivatives  of  word-signs,  and 
some  of  them  are  introduced  simply  to  contrast  them  with  word-signs. 
Where  the  past  tense  is  not  given,  it  can  be  formed  in  the  usual  manner, 
that  is  by  halving,  adding  the  loop,  etc. 

1.  Address  (n),    advertise-ed-ment,    advertiser,    America,    American, 
almost,    Almighty,    afterward,    altogether,  anything,  although,   anywhere, 
anybody,  always,  addition,  article. 

2.  Awed,   appearance,  accordance,   accorded,  acknowledge,    anyway, 
accurately,  accuracy, astonish-ment,  assurance,  assuredly,  agency, account-ed, 
awhile,  advantageous-ly,  beforehand,  belong,  by. 

3.  Boarded,  boarding,  behindhand,  billion,  between,  behind,  beginner, 
character,    characteristic,    cared,    cost,    caused,    car,    charge-d,    capable, 
capability. 

4.  Circumstances,     consequent,     consequently,     children,     childhood, 
childlike,  carelessly,  called-equaled,  careful-ly,   cannot,   correct,   corrected, 
correction,  characterize,  collect. 

5.  Collectible,      continuance,     cordially,     commission,     commissioner, 
during,  develop,  dealt,  delivering,  deliverance,  delivery,  discount,  deficient- 
iy-cy,    dissatisfy-ed-actory,    discharge-d,   determine,  equalize,  equalization, 
equality. 

6.  Eloquently,  everything,  emit,  emotion,  emigrate,  experience,  explain, 
express,  entire,  everywhere,  especial-ly,  everybody,  establish-ment,  expecta- 
tion, event. 

7.  Enormously,  economic-al,  economy,  erstwhile,  electric-al-ity,  feature, 
future,  familiar-ly-ity,  form,  former,  function,  frequently.  . 

8.  Forward,    farewell,    forgotten,    forgive-n,    filling,  fullness,  forever, 
forthwith,  forage,  firm,  farm,  firstly,  govern-ment,  gave. 

9.  Governor,  God,  guide,  giver,  gentlemanly,  gently,  hitherto,  happy, 
happen,  happiness,  himself,  hopeless,  hopelessness,  handsome,  hundred. 

10.  Heard,  hard,  herewith,  herein,  hereon,  hereof,  hereto,  hearer,  human, 
hand,  influential,  influenced-instant,  inquire-y,  idea,  Iowa,  iota,  immoral. 

11.  Immoderate,  immaterial,  immature,  irresistible-y,  irresolute,  immi- 
grate, irregular,  inform-ation,  indebtedness,  invaluable,  impossible,  incorrect. 

12.  Into,  industrious,  improve-ment,  inevitable-y,  introduction,  impos- 
sibilty,  January,  June,  July,    kingdom,   knowledge,   little,   largely,  larger, 
largeness,  longer. 

13.  Longest,  longed,  longingly,  letter,  leather,  liberty,  mistake,  mistaken, 
mercantile,  mature,  motion,  migrate,  meantime,  meanwhile. 

14.  Mortgage,  Massachusetts,  moreover,  myself,  material,  month,  Messrs, 
minister,  Missouri,  Milwaukee,  next,  never,  nevertheless,  notwithstanding, 
natural-ly,  New  York. 

15.  Nothing,  neglect,  nobody,  nearly,  nearer,  nearest,  newly,  newness, 
nowadays,  New  Orleans,  Newark,  New  Haven. 


9T 


98 

Outlines  and  Contractions— Continued. 

These  pages  are  to  be  practiced  in  the  same  manner  as  the  preceding  ones. 
Many  derivatives  can  be  tormed  from  the  words  shown  here  by  simply  adding  to 
or  subtracting  from  the  outlines.  Thus,  from  the  VIOT&  signification  the  words 
signify,  signified,  significant,  and  significance  can  readily  be  formed.  In  the 
derivatives,  the  word  in  will  generally  be  written  with  then  hook,  and  on  with 
the  n  stroke.  In  words  ending  in  the  second  position,  like  thereto,  the  word- 
sign  for  to  will  be  attached;  and  the  word  o/will  be  detached,  as  in  thereof. 

1.  Occur,  obey,  Ohio,  oil-y,  omit,  objection-able,  objective,  overawed, 
overcome-came,  overlook,  overwhelm,  overrule,  one's  self,  otherwise. 

2.  On,  organize,  organization,  onto,  often,  oftentimes,  ourselves,  Omaha, 
Oakland,  October,  opinion;  phonography,  postpone. 

3.  Postponement,  postage,  payee,  protection,  production,  peculiar-ly- 
ity,  perform-ed-ance,  per,  perhaps,  persuasion,  prohibit,  profited,  profitable-y, 
public,  publication,  publicity. 

4.  Proper,  property,  probable-y-ity,  practice,  practical-ly,  predecessor, 
proficient,  perpetuate-al-ly,  proximo,  Pennsylvania,  Philadelphia,  Pittsburg, 
Providence,  Patterson,  Portland,  Portsmouth. 

5.  Question,    quality,    qualify,    quantity,     Quincy,     recommendation, 
represent-ed,  representative,  respect-ed-ful-ly,  respective-ly,  require,  request, 
return,  resistible-y. 

6.  Resolute,  reader,  regular-ity,  regulation,  regulate-d,  rather,  rslief- 
relieve,    rely,    reliance,    reliability,    Republic,    Republican,    remembrance, 
relation,  relate,  relative. 

7.  Rail,  remarkable-y,  remove,   remain,   remainder,   Rochester,   Rich- 
mond,   representation,    respectable-y,    suggestion,    stenographer,   surprise, 
somehow,  something. 

8.  Support,  separate,  similar,  smaller,  subjection,  subjective,  seriously, 
severally,  sureness,  surety,  shortly,  shortness,  shorter,  somebody,  speculate, 
speculator. 

9.  Secretary,    sway,    signification,    special-ly,    sufficient-ly,    schedule, 
St.  Louis,  Syracuse,  Scranton,  Springfield,  social-ly,  specialist,  testimony, 
testimonial,  transcript. 

10.  Transportation,  trustworthy,  tomorrow,  today,  therefor-fore,  thereby, 
therefrom,  till  (v)  telling,  teller,   thinker,  thanker,  thankful-ly,  thankless, 
themselves,  throughout,  thereafter,  thereto,  thereof,  therein. 

11.  Thereupon,  thereon,  type  writing,  typewriter,  Toledo,  Troy,  Trenton, 
Tacoma,    Topeka,    Tuesday,    Thursday,    territory,    territorial,    untoward, 
understanding,  understood. 

12.  Undertaken,  unusual-ly,  up,  unequal,  unequaled-uncalled, 
unforgotten,  unwilling,  unaware,  unimportant,   unimproved,   unmarketed, 
uncorrected. 

13.  Unnumbered,  upon,  unwelcome-d,  unwell,  unwholesome,  unavoid- 
able-y,  Utica,  venture,  virtue,  valuable,  valueless,  valuables,  valued,  visitor. 

14.  Within,  withdraw,  withheld-hold,    whenever,    whatever,    wherever, 
whoever,  whosoever,  whomsoever,  writer,  western,  westward,  why,  will  (n), 
willing,  wherewith,  wherewithal,  wherefore. 

15.  Wheresoever,  whereupon,  whereat,  whereas,  wherefrom,  wholesale, 
Washington,  Wednesday,  whether- weather,  yesterday,  yours-yourse'.f    your- 
selves, younger,  youngster,  youngest,  yearly. 


0  *i* 


99 


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<  r-^-^sy^X^A^.^^.^^vv.v ..  . 

rtJ    6  1  ' 

/.o-.^  rtv^X  ^^rv-c  .<~"n  •<x^>  -Vxh^.^  ,^._ 


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100 

Table  of  Useful  Phrases. 

A  valuable  distinction  may  b  <nade  in  such  phrases  as  "didn't"  and 
"did  not"  by  using  the  hook  in  th^  iormer  case  and  the  stroke  in  the  latter. 

1.  And  the,  and  he,  and  a-an,  and  is-his,  and  as-has,  and  is  a,  and  as 
a-an— and  has  a-an,  and  is  the,  and  asthe-and  has  the,  is  the,  as  the-has  the, 
or  a-an,  should  a-an,  or  the,  should  the,  all  the,  of  the,  to  the,   of  a-an,  to 
a-an,  and  that  the,  and  that  a-an,  by  the,  and  for  the,  in  the. 

2.  Is  a,  as  a-has  a,  have  the,  think  the,  are  the,  with  the,  with  a,  was 
the,  was  a,  to  be  a,   during  the,  until  the,  from  the,  after  the,   under  the, 
take  the,  make  the,  like  the,  can  the,  but  the,  say  the. 

3.  Give  a,  give  the,  go  the,  try  the,  build  the,  board  the,  anywhere  the, 
call  the,  and  you,  and  you  are,  and  we  are  the,  and  they  are  the,  and  they 
will  be  the,  building  a,  constructing  the,  on  which  the. 

4.  And  do  the,  he  does,  he  had,  he  is,  he  is  not,  he  has,  he  has  not,  he 
has  not  been,  he  was  ready,  he  would  be,  he  would  not,  he  shall,  he  shall  not, 
he  will  not  be,  he  can,  he  says,  he  goes,  he  has  been,  he  can  have,  he  can  go. 

5.  I  am,  I  am  glad,  I  am  not,  I  will,  I  will  not,   I  shall  not,   I  am  not 
inclined,  I  am  not  convinced,  I  enclose,  I  had  not,  I  must  be  sure,   I  have 
said,  I  have  not. 

6.  I  think  you  will,  I  hope  you  will,  I  am  sure  there  is,  I  am  very  well 
pleased,   I  had  been,  I  am  sorry,  I  am  certain,  I  am  not  in  the,  I  will  leave 
you,  I  am  in  doubt,  I  give  you. 

7.  We  are,  we  are  trying,  we  are  in  earnest,  we  are  not,  we  are  not  inclined, 
we  are  not  willing,  we  will  try,  we  are  sorry,  we  are  unwilling,  we  are  aware. 

8.  You  are  wrong,  you  are  in  the,  you  are  not,  you  should,  you  should 
be,  and  you  should,  you  should  endeavor,  you  should  not  think,  you  must 
know,  you  must  try,  you  must  not,  do  you  know,  did  you  know  the. 

9.  As  has-has  as,  is  his-his  is,  as  has  been,  at  first,  at  any  rate,  at  last, 
at  least,  sub-agent,  special  agent,  Improvement  Association,  Singing  Society, 
Investment    Co.,    Express   Co.,    War  Department,    Railroad  Co.,   General 
Manager,  General  Agent,  General  Superintendent. 

10.  As  well,  as  many  as,  as  far  as,  better  than,  sooner  than,  rather  than, 
at  all  events,  longer  than,  over  and  over,  again  and  again,  letter  of  credit, 
in  order  that,  to  be  able  to. 

11.  As  fast  as,  he  is  confident,  the  confidence,  is  composed,  for  the  con- 
fession, greater  than,  their  own,  your  own,  any  one,  no  one,   of  course,  at 
owner's  risk,  at  sender's  risk. 

12.  In  such  a  manner,  on  the  other  hand,  to  the  contrary,  in  other  words, 
able  to  make,  more  than,  Reception  Committee,  must  be  done, of  him, of  me-my, 
to  nyself,  to  himself,  of  themselves,  to  themselves,  of  those,  of  these,  of  this. 

13.  Did  you  mention,  did  you  mean  to  say,  did  you  ever,  have  you  been, 
you  have  been,  we  have  been,  we  have  not  been,  we  should  have  been,  you 
should  have  been,  they  have  been,  he  would  have  been,  they  would  have 
been,  she  would  have  been,  it  might  have  been,   you  might  have  been,    I 
might  have  been,  they  might  have  been. 

14  and  15.  Andrew  Stonewall,  Esq.,  Sup't  of  Construction,  Great 
Northern  Railway,  Omaha,  Neb.  Dear  Sir: — Herewith  find  vouchers 
for  months  of  February,  March,  May,  July,  September,  November  and 
December,  and  please  remember  hereafter  to  send  your  accounts  in  on  Mon- 
days, Fridays,  and  Saturdays.  Respectfully. 


101 


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102 

Useful  Phrases— Continued. 

Many  words  which  are  written  fully  when  standing  alone,  may  be  abbrevi- 
ated when  joined  to  others  in  phrases.  In  fact,  the  student  should  always 
bear  in  mind  that  many  words  may  be  written  in  different  ways  in  shorthand. 
Even  in  longhand  words  are  sometimes  spelled  in  two  or  three  different  ways. 
In  writing  shorthand,  keep  in  mind  the  fact  that  you  are  using  geometric 
lines  instead  of  letters  to  represent  words,  and  that  there  can  be  no  objection 
to  your  representing  these  words  in  different  ways,  so  long  as  you  do  not 
violate  any  of  the  principles  of  shorthand.  Learn  to  read  wit/tout  lines. 

1.  As  it — has  it,  is  it,  as  plain  as  possible,  at  length,  as  long  as,  above 
all,  Attorney  General.    The  activity  of  those  who  are  enterprising  is  worthy 
of  imitation.     Answering  yours  of  recent  date. 

2.  Be  there  with  the  certificate  at  10:30  p.m.     Be  sure  to  send  the  one 
car  1x4,  1st  and  2nd  clear,  at  $18.00.    By  next  mail. 

3.  Car  of  7/8x4,   1st  and  2nd  clear,  S  2  S  and  E,  goes  forward  to- 
morrow.   Charter  Party  was  sent  to  you  at  Meriden,  Coun. 

4.  Do  you  send  goods  C.  O.  D.    Did  the  doctor  detain  the  patient  very 
long.    Democrats  of  the  Democratic  Party  usually  rejoice  over  the  defeat  of 
the  Republican  Party.    Discriminate  between  the  good,  bad,  and  indifferent. 

5.  Entertain  the  extraordinary  people  elsewhere,  please.     Inclosed  find 
invoice  and  bill  of  lading  for  car  of  bran.    Enter  our  order  for  ten  tons. 

6.  For  many  reasons,    use   the   following  abbreviations:  extempore — 
extemporaneous-ly,  embarrass,  expression,  furthermore,  indiscriminate,  dis- 
crimination, irrespective,  prospective,    perpendicular-ly,   and    the   phrases, 
free  on  board  and  for  instance. 

7.  Give  me  one  month's  time,  and  I  will  pay  the  bill.     Give  us  your 
very  best  terms.    Give  him  your  lowest  possible  rates.    Get  their  highest  and 
lowest  prices. 

8.  Hold  the  goods  until  we  telegraph  or  telephone.    He  will  call  upon  you 
at  least  by  the  15th  instant.    His  word  is  as  good  as  his  bond.    He  is  all  right. 

9.  It  will  not  be,  in  some  other  way,  is  it  not,  in  your  city,  in  order  to, 
inasmuch  as,  I  may,  I  may  be,  in  your  judgment,  in  spite  of  everything.    1 
wish  you  would  send  us  seven  tons  of  anthracite  coal  at  once,  and  oblige. 

10.  Just  now  we  can  quote  you  very  lowratesonsoft.or  bituminous  coal. 
Keep  us  posted  as  to  current  events.     Kindly  remit  us  amount  of  yonr  bill. 

11.  Less  than.    Let  us  have  your  response  by  wire.    Make  us  a  firm  offer. 
Manufacturing  Co.,  Mrs.,  no  sir,  no  doubt,  National  Bank.    Do  not  neglect 
your  duties. 

12.  Ought  to  be,  ought  not,  or  not.     On  the  25th  proximo  I  will  be  in 
your  locality.    Of  your  city,  of  this  city,  on  all  occasions,  on  account  of  that 
occurrence,  of  this  section,  on  that  day,  on  every  side. 

13.  Perhaps  it  is  wise  to  use  contractions  like  prospect,  proportion,  pho- 
nograph-ic,  possibly,  particularize,  etc.    Question  the  right  of  anybody  to  do 
wrong.    Quote  me  immediately. 

14  and  15.  Rest  assured  he  will  be  ruined  if  his  contract  is  not  renewed. 
Railway  Co.  The  refrigerator  is  returnable.  References  must  be  given.  Such 
words  and  phrases  as  sir,  self-control,  substantial,  sometimes,  to  us — to  his, 
undoubtedly,  who  had — who  do,  Wisconsin,  what  is.  Waukenphast,  with 
reference,  which  is  to  be — which  has  to  be,  why,  with  all,  etc.,  are  very 
useful,  and  should  be  practiced  faithfully. 


/...) 

3. 

c— 

fe.l. 

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103 


"^  J  .'  ^  9  ^6   'X   S   * 


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104 

NEW  CEXTVRY  SHORTHAND. 

The  A  rt  of  Treading  ^Shorthand. 

Shorthand,  if  correctly  written,  can  be  read  with  ease,  but  it  frequently 
happens  that  one  is  called  upon  to  read  badly  written  notes,  sometimes  so 
badly  written  that  their  interpretation  seems  almost  a  hopeless  task.  A 
shorthand  outline  should  first  be  read  exactly  as  it  is  written,  and  then  if 
it  will  not  make  a  word  other  schemes  should  be  resorted  to.  Perhaps  it  is 
too  long;  try  it  short.  Perhaps  it  is  too  short;  try  it  long.  Perhaps  too 
heavy;  try  it  light.  Perhaps  too  light;  try  it  heavy.  If  it  has  circles,  loops, 
etc.,  they  may  be  too  large  or  too  small.  If  it  has  hooks,  perhaps  they  are 
on  the  wrong  side.  Try  a  vowel  before  it.  This  is -a  very  important  sug- 
gestion, and  will  often  solve  the  problem  instantly.  Perhaps  99  beginners 
out  of  100  never  think  of  trying  to  read  a  vowel  before  an  outline. 

Often  in  shorthand  a  preceding  vowel  is  indicated  by  using  strokes  in  a 
certain  way,  but  sometimes  no  such  indication  is  possible.  If  a  vowel  before 
an  outline  will  not  give  you  the  word,  try  an  intermediate  vowel,  and  if  that 
fails,  try  a  final  vowel.  Remember,  it  must  have  a  vowel  somewhere,  for 
every  word  has  a  vowel.  Perhaps  it  is  more  than  one  word.  Cut  it  up  into 
bits.  Other  schemes  too  numerous  to  mention  may  be  tried.  Never  give 
up.  Try  again.  Think  again.  Thinking  is  a  wonderful  thing.  Every 
problem  thought  out  strengthens  the  mind  and  makes  future  problems  easy. 
Every  time  you  give  up,  and  perhaps  get  some  one  to  help  you,  your  ability 
diminishes,  and  finally  you  can  do  nothing  without  assistance. 

Often  you  can  catch  the  meaning  of  a  word  by  reading  ahead.  One 
word  in  a  sentence  may  give  you  a  clue  to  the  whole  sentence.  If  a  word  is 
in  a  certain  position,  remember  that  its  accented  vowel  is  in  that  position. 
If  it  is  in  the  first  position,  for  instance,  use  all  the  first  position  vowels  in  con- 
nection with  it,  trying  them  before,  in  the  middle,  and  at  the  end  of  a  word. 
You  will  see  by  this  how  necessary  it  is  to  know  the  vowels  thoroughly,  to 
have  them  so  fixed  in  the  mind  that  you  can  say  them  in  their  proper  order 
without  hesitation. 

It  may  occur  to  you  that  the  word  is  written  incorrectly,  perhaps  in  the 
wrong  position.  That  may  be,  but  the  chances  are  it  is  written  right,  but 
you  are  on  the  wrong  track  in  reading  it.  Practice  reading  everything  you 
write.  Keep  at  it  until  you  can  read  it  as  fast  as  you  do  longhand.  Try 
reading  your  shorthand  backward,  and  even  upside  down  an'd  backward. 
It  will  sharpen  the  wits,  and  make  it  seem  easy  to  read  right  side  up. 

Sometimes  when  you  can't  read  a  word  in  shorthand,  it  is  because  you 
do  not  know  it  in  longhand.  A  stranger  to  you  in  the  hieroglyphics  you  have 
been  familiar  with  since  childhood,  it  becomes  a  double  stranger  to  you  in 
the  rather  unfamiliar  hooks  and  crooks  of  shorthand.  What  is  the  remedy 
for  this  ?  Study.  When  you  read,  make  up  your  mind  never  to  let  a  word 
go  by  without  knowing  its  meaning,  how  to  spell  it,  and  how  to  pronounce 
it.  It  is  remarkable  how  soon  you  will  acquire  a  large  vocabulary  in  this 
way.  In  closing,  the  author  wishes  to  impress  on  you  one  thought:  any  one 
who  is  intelligent  enough  and  industrious  enough  to  become  a  fair  English 
scholar,  can  easily  make  a  success  of  shorthand;  and  no  one  lacking  these 
qualifications  can  ever  do  much  with  it,  no  matter  how  easy  it  is  to  learn. 


105 

•Selection  of  Outlines. 

A  great  measure  of  your  success  as  a  stenographer  will  depend  on 
your  ability  to  construct  good  outlines,  and,  when  following  a  rapid  speaker, 
to  construct  them  quickly.  Correct  outlines  for  nearly  all  the  words  in  com- 
mon use  are  given  in  this  book,  and  in  your  writing  you  should  follow  them 
as  closely  as  possible.  However,  when  writing  from  dictation  if  you  should 
use  an  outline  that  is  not  strictly  correct,  do  not  stop  to  change  it.  Try  to 
do  better  the  next  time  y6u  write  it.  If  you  make  an  outline  that  is  wholly 
incorrect,  do  not  erase  it,  but  cross  it  out  and  rewrite  it. 

The  three  principal  things  upon  which  a  shorthand  outline  should  be 
based  are  suggestive-ness,  brevity,  and  ease  of  execution.  Upon  the  sugges- 
tiveness  of  an  outline  depends  its  legibility,  and  it  must  constantly  be  kept 
in  mind  that  shorthand  is  of  no  use  unless  it  can  be  read.  Almost  any  one 
can  learn  to  write  shorthand,  especially  if  permitted  to  write  slowly;  but  to 
write  new  and  difficult  matter  at  a  high  rate  of  speed,  and  to  write  it  so 
that  it  can  be  read  with  certainty  is  quite  a  different  thing,  and  requires  a 
thorough  knowledge  of  the  subject,  a  good  education,  and  considerable 
manual  dexterity. 

In  order  to  illustrate  the  selection  of  good  outlines,  let  us  consider  the 
following  words:  — 


-v 


Star;    starred;    stray;   strained;  straighten;  astray;  history;  estuary;    penny. 

Star.  —  The  circle  indicates  that  the  word  begins  with  s,  the  stroke  r  that 
there  is  a  vowel  between  the  t  and  the  r,  and  the  light  r  that  it  ends  with  r. 

Starred.—  Same  as  star,  with  the  exception  that  the  half-length  heavy  r 
indicates  that  the  word  ends  with  d. 

Stray.  —  The  circle  s  indicates  that  the  word  begins  with  s,  and  the  triple 
consonant,  str,  that  there  is  no  vowel  between  the  t  and  the  r. 

Strained.  —  The  circle  s  and  triple  consonant  the  same  as  in  stray,  the 
half-length  indicates  the  addition  of  t  or  d,  and  the  n  hook  that  there  is  no 
final  vowel. 

Straighten.—  The  circle  s  and  triple  consonant  the  same  as  in  strained, 
and  the  n  stroke  Indicates  a  vowel  preceding  the  n,  and  that  the  word  does 
not  end  with  t  or  d. 

Astray.  —  The  stroke  s  indicates  a  preceding  vowel,  and  the  double  con- 
sonant, tr,  that  there  is  no  vowel  between  the  t  and  the  r. 

History.  —  The  h  may  be  omitted  in  common  words;  the  stroke  s  indi- 
cates a  preceding  vowel,  and  being  a  half-length,  that  there  is  but  one 
vowel  between  the  t  and  the  r;  the  heavy  r  indicates  a  following  vowel. 

Estuary.  —  The  stroke  s  indicates  a  preceding  vowel;  the  stroke  t  that 
there  are  two  vowels  between  the  t  and  the  r,  and  the  heavy  r  that  there  is 
a  following  vowel. 

Penny.  —  The  stroke  n  indicates  a  following  vowel. 

The  student  may  write  the  following  words,  giving  a  reason  for  each 
character  used:  — 

Store,  paced,  pastor,  mystery,  story,  ardent,  radient,  oyster,  rouse, 
arouse,  tend,  attend,  esteem,  assign,  retire,  retreat. 

Note  :  Many  words  may  be  distinguished  by  writing  the  outline  in  full  when  a  vowel 
precedes,  and  by  using  the  halving  principle  when  there  is  no  preceding  vowel  ;  as  in  abed,  bed; 
approve,  prove  ;  achieve,  chief,  etc. 


106 

The  A  rt  of  Writing  ^Shorthand. 

One  may  understand  the  principles  of  shorthand  thoroughly,  and  yet  be 
unable  to  take  the  dictation  of  a  very  slow  speaker.  There  is  no  doubt  though 
that  one  well  versed  in  correct  shorthand  principles  can  in  a  very  little  while 
accustom  himself  to  writing  from  sound,  and  it  is  therefore  a  wise  plan  to 
refrain  from  taking  dictation  until  the  principles  are  thoroughly  understood. 
Of  other  studies  perhaps  only  a  slight  knowledge  may  prove  of  use,  but 
shorthand  is  something  that  cannot  be  used  practically  and  profitably  until 
one  has  an  understanding  of  the  whole  subject.  Therefore  you  should  resolve 
to  master  every  detail  of  it  from  beginning  to  end,  and  not  add  one  more  to  the 
vast  number  who  have  such  a  poor  knowledge  of  the  subject  that  they  bring 
discredit  to  the  profession  and  do  injustice  to  the  system  used.  If  you  find 
yourself  stumbling  over  certain  principles,  review  them.  Make  the  text-book 
your  constant  companion.  Especially  be  sure  of  your  word-signs  and  con- 
tractions. Half  the  battle  is  won  by  knowing  them  thoroughly. 

The  beginner  in  dictation  should  keep  "close up;"  that  is  to  say,  should 
not  let  the  dictator  get  more  than  a  few  words  ahead  of  him.  The  advanced 
writer,  however,  should  stay  some  15  or  20  words  behind,  as  this  will  give  him 
a  chance  to  construct  phrases  and  devise  short  cuts.  Thus  it  will  be  seen  that 
the  ability  to  retain  quite  a  number  of  words  in  the  mind  while  you  are 
writing  others,  and  at  the  same  time  listen  to  those  that  are  being  spoken,  is 
quite  an  important  factor.  Indeed,  it  is  the  inability  to  do  this  that  has 
caused  the  failure  of  many  an  otherwise  promising  stenographer.  However, 
the  faculty  of  retaining  words  may  be  cultivated.  By  beginning  with  a  few 
words  and  gradually  increasing  the  number,  it  is  remarkable  how  many  can 
finally  be  carried  in  the  mind. 

If  the  dictation  is  at  such  a  speed  as  to  permit  it,  the  stenographer  should 
insert  as  many  punctuation  marks  as  possible,  especially  the  periods.  In 
case  of  doubt  as  to  the  correct  mark,  the  dash  (a  small  cross)  may  be  used. 
Sometimes  it  is  hard  to  tell  just  where  a  sentence  ends,  for  the  dictator 
may  change  his  mind  and  add  something  else.  The  use  of  the  small  cross 
in  such  cases  will  indicate  that  it  may  or  may  not  be  the  end  of  a  sentence, 
to  be  decided  on  when  transcribing.  An  occasional  vowel  may  be  inserted, 
especially  in  unusual  words  or  proper  names.  If  there  should  be  a  pause  in 
the  dictation,  spend  the  time  in  looking  over  what  has  been  w/itten,  correcting 
possible  errors,  inserting  vowels,  etc.,  and  perhaps  making  marginal  notes. 
This  should  convince  you  of  the  importance  of  leaving  a  good  margin  on  the 
right-hand  side  of  your  note  book.  It  will  come  in  handy  many  times. 

Hold  your  pencil  lightly,  close  to  the  point,  keeping  it  almost  vertical. 
The  more  vertical  it  is,  the  less  likelihood  of  breaking  the  point.  Curve  the 
fingers  well;  that  is,  curve  them  outward  at  the  knuckles,  so  that  they  may 
be  extended  with  ease  in  any  direction.  Keep  the  wrist  off  the  table,  letting 
the  hand  rest  on  the  nails  of  the  third  and  fourth  fingers,  the  arm  resting  on 
the  fleshy  part  of  the  forearm,  which  should  be  the  pivotal  point.  The  hand 
should  move  from  left  to  right  to  a  point  where  it  feels  slightly  strained,  and 
then  swung  back  with  one  movement,  not  shifting  the  position  of  the  arm  in 
the  least.  The  left  hand  should  keep  the  book  steady,  and  as  you  get  towards 
the  middle  of  the  page  manage  to  insert  your  finger  or  thumb  under  the  leaf 
so  as  to  turn  it  over  instantly  when  the  page  is  filled.  Write  with  a  light, 


107 

sketching  movement,  making  the  tips  of  the  fingers  do  the  work.  Avoid  the 
arm  movement,  except  to  carry  the  hand  across  the  page.  Nature  intended 
the  large  muscles  of  the  arms  for  long,  slow,  sweeping  movements,  and  the 
small  muscles  of  the  fingers  for  quick,  light  movements.  As  an  illustration 
of  this,  if  you  wish  to  pluck  an  apple  from  a"  bough,  you  reach  up  with  your 
arm  until  the  hand  rests  on  the  apple,  and  then  with  a  quick  twitch  of  the 
fingers,  you  break  it  off. 

Write  small.  There  are  so  many  points  in  favor  of  a  small,  neat  hand 
that  it  is  hard  to  enumerate  them  all,  but  a  few  will  suffice.  In  the  first 
place,  a  great  gain  in  speed  is  made,  for,  under  like  conditions,  every  one 
will  admit  that  it  is  easier  to  travel  one  mile  than  two.  The  end  of  the  line 
is  reached  less  frequently,  and  therefore  the  arm  is  not  swung  back  so  often. 
Leaves  are  turned  less  frequently,  making  a  great  saving  in  time.  Less  note 
books  are  used,  making  a  saving  in  expense;  and  as  notebooks  are  usually 
filed  away  for  reference,  a  saving  in  storage  space.  The  words  being  small 
and  close  together,  more  of  them  can  be  read  at  a  glance,  thus  facilitating 
their  transcription.  Words  of  long  outline,  if  written  with  large,  sprawling 
characters,  seem  fearfully  slow  and  awkward;  but  if  written  with  a  small 
compact  outline,  shortening  some  of  the  strokes  that  are  not  really  half- 
lengths,  they  become  quite  presentable.  Small  outlines  are  artistic,  and  the 
writer  of  them  makes  a  better  impression  on  the  dictator.  Any  one  who  can 
do  neat  and  orderly  work  in  shorthand  is  likely  to  exhibit  the  same  traits  in 
everything  else,  and  is  therefore  a  valuable  assistant. 

It  may  not  always  be  possible  to  have  a  taole  or  desk  on  which  to  write, 
therefore  it  is  well  to  practice  writing  with  your  book  upon  your  knee,  or 
even  standing  up.  In  many  offices,  the  stenographer  takes  the  dictation  of 
several  persons,  moving  from  one  to  another,  and  desks  and  chairs  are  not 
always  convenient.  In  taking  dictation  in  this  manner,  it  will  be  well  to 
have  a  stiff-backed  notebook,  as  th's  will  give  you  a  smooth,  firm  surface 
upon  which  to  write. 

Train  yourself  to  concentrate  your  mind  on  your  work,  and  do  not  let 
anything  distract  your  attention  from  what  you  are  doing.  Don't  anticipate 
what  your  dictator  is  going  to  say;  he  may  say  something  else,  and  thus 
disconcert  you.  Give  yourself  up  wholly  to  your  art,  and  that  is  to  write 
quickly  and  accurately  just  what  is  being  said.  If  the  dictation  needs  editing, 
you  can  do  that  when  transcribing.  This  suggestion  brings  up  a  very  im- 
portant point.  Many  dictators  want  their  dictation  transcribed  just  exactly 
as  they  give  it,  and  will  tolerate  no  changes.  In  a  case  of  this  kind,  do  not 
correct  any  mistakes  other  than  your  own.  On  the  other  hand,  there  are 
many  dictators  who  rely  upon  their  stenographers  to  put  what  they  say  in  a 
presentable  shape,  and  here  is  where  your  education  will  come  into  play. 

Before  starting  to  take  a  dictation,  be  sure  that  there  is  plenty  of  room  in 
your  notebook,  and  that  you  have  several  sharp  pencils  handy.  It  is  a  good 
plan  to  sharpen  them  at  both  ends;  then  if  you  should  break  a  point  while 
writing,  you  merely  turn  your  pencil  over  and  continue.  By  simply  crossing 
out  a  mistake,  your  dictator  will  not  know  that  you  have  made  one;  if  he 
notices  the  action  at  all,  he  will  think  it  is  only  a  shorthand  sign. 

One  more  thought  in  closing:  pressing  hard  upon  your  pencil  while 
writing  means  putting  on  the  brakes.  Take  off  the  brakes. 


108 


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110 


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113 


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114 

Abbreviating  Principles. 

A  great  deal  of  the  labor  of  writing  may  be  avoided  by  means  of  abbre- 
viation, and  by  the  omission  of  certain  words.  As  we  become  more  and 
more  familiar  with  the  subject,  we  can  naturally  take  more  liberties  with  it. 
But  this  does  not  mean  that  we  should  become  careless.  Far  from  it.  In 
fact,  we  must  be  more  careful  and  thoughtful  than  ever.  Let  us  now  write 
a  small,  neat,  and  compact  hand,  and  at  the  same  time  train  our  minds  to 
read  unshaded  outlines.  We  should  also  learn  to  read  without  lines,  but  of 
course  we  shall  ordinarily  write  on  ruled  paper.  The  following  abbrevia- 
tions and  short-cuts  will  prove  of  great  value: — 

1.  The  omission  of  shading,  except  in  proper  names,  when  it  interferes 
in  any  way  with  speed. 

2.  The  slighting  of  position,  especially  in  words  of  considerable  length. 
It  is  better,  however,  not  to  carry  this  too  far,  as  it  is  a  fact  that  position  is 
a  greater  help  to  the  reading  of  notes  than  shading.      Words  not  written  in 
their  correct  position,  should  usually  be  written  on  the  line,   as  this  is  the 
easiest  position. 

3.  The  past  tense  may  be  omitted  from  verbs  when  its  omission  saves  a 
stroke,  and  when  the  correct  tense  can  easily  be  ascertained  from  the  context. 

4.  When  the  word  to  cannot  readily  be  attached  to  the  following  word, 
it  may  be  omitted  altogether,  and  indicated  by  dropping  the  word  below  the 
line. 

5.  The  words  of  the  may  be  omitted  and  implied  by  writing  the  follow- 
ing word  close  to  the  preceding  one. 

6.  The  prefixes  con,  cum,  etc.,  may  be  omitted  and  implied  in  the  same 
manner  as  of  the.     If  of ttie  and  con.  com,  etc.,  follow  each  other,  they  may  all 
be  omitted,  as  in  the  phrase    Your  loss:  of:  the:  contract  is:  to:  be  regretted. 

7.  The  affix  ing  may  be  omitted  from  many  verbs,  unless  it  is  followed 
by  an  s,  or  a  word  which  could  be  joined  to  it  as  a  phrase. 

8.  The  brief  w  and  the  w  hook  may  occasionally  be  omitted,  the  latter 
especially  in  words  beginning  with  an  s,  such  as  squeal,  sequel,  etc. 

9.  In  phrasing,  only  part  of  the  sign  for  /  need  be  used,  selecting  the 
part  which  makes  the  better  angle. 

10.  The  k  stroke  may  be  omitted  before  shun  in  long  words,  especially 
those  of  frequent  occurrence,  such  as  construction,  instruction,  etc. 

11.  The  1  may  be  omitted  from  many  adverbs,  especially  where  it  is  some- 
what difficult  to  join. 

12.  The  n  hook  may  occasionally  be  omitted  medially,  as  in  financial; 
and  finally,  as  in  statements. 

13.  Punctuation  marks  may  be  omitted  to  a  great  extent,  and  their  loca- 
tion indicated  by  leaving  blank  spaces. 

14.  Many  words  which  would  be  written  in  full  when  standing  alone, 
may  be  abbreviated  in  phrasing. 

1£  When  writing  rapidly  any  word  of  considerable  length  may  be  ab- 
breviated, the  most  convenient  method  being  to  drop  off  one  or  more  of  its 
last  consonants.  This  principle  should  commend  itself  as  a  sound  one,  for 
the  reason  that  the  same  thing  is  done  when  writing  longhand  rapidly. 


115 

16.  'Less  attention  need  be  paid  to  syllabication,  especially  when  by  dis- 
regarding it  a  shorter  and  more  readily  written  outline  is  secured. 

17.  A  more  extensive  use  of  the  doubling  and  halving  principles,  especi- 
ally the  doubling  of  straight  strokes,  will  be  found  conducive  to  speed.     The 
beginner  in  shorthand  must  be  careful  not  to  make  too  extensive  a  use  of 
these  principles,  but  as  he  becomes  better  and  better  acquainted  with  his 
subject  he  can  extend  the  use  of  them. 

18.  The  word  it,   and  sometimes  to,  may  be  added  to  other  words  by 
halving,  this  method  of  abbreviation  being  especially  useful  in  connection 
with  word-signs. 

19.  If  desired,  an  occasional  use  of  the  mp  stroke  at  the  beginning  of 
words  may  be  made,  but  this  use  is  not  recommended  by  the  author. 

20.  The  ng  stroke  may  be  curved  downward  after  the  n,  in  such  words 
as  awning,  knowing,  etc.;  in  such  words  as  dancing,  prancing,  etc.,  it  may 
curve  downward  to  indicate  a  preceding  n,  but  this  use  is  not  recommended. 

21.  A  more  extensive  use  of  the  prefixes  and  affixes;  such  as  ful,  for, 
fore,  etc.,  may  be  made.     Affixes  following  a  circle,  as  in  the  word  successful, 
should  accommodate  themselves  to  the  circle. 

22.  The  word  he  may  be  phrased  in  the  same  manner  as  the  word  the. 

23.  The  f  or  v  hook  may  occasionally  be  used  for  of  or  have  in  phrasing, 
but  it  is  generally  better  to  omit  of  altogether. 

24.  A  more  extensive  use  of  the  1  hook  for  all  and  will,  and  the  r  hook 
for  are  and  our  will  be  found  conducive  to  speed. 

25.  The  20's,  30's,  40's,  etc.,  may  be  indicated  by  adding  a  long  upward 
stroke  to  the  first  figure,  and  the  plural  may  be  added  to  these  and  all  other 
figures  by  the  addition  of  a  small  circle. 

26.  Phrases  like  do  not  and  don't  may  usually  be  written  in  the  same 
way.     If  it  is  desired  to  distinguish  between  them,  the  first  stroke  may  be 
written  full  length  in  the  former  and  halved  in  the  latter.      Phrases   like 
would:  not  and  wouldn't  may  be  distinguished  by  separating  the  words  in 
the  former. 

27.  The  occasional  use  of  the  final  m  hook  on  p,  b,  t,d,ch,  and  j,  as  well  as 
on  the  k  and  g,  will  be  found  advantageous.     Such  use,  however,  may  often 
necessitate  the  dropping  of  affixes  such  as  ing,  but  this  will  not  render  the 
words  illegible.     The  use  of  the  m  hook,  like  the  use  of  the  n  and  other  hooks, 
is  regulated  a  good  deal  by  what  may  be  termed  the  "balance  of  motion." 
That  is  to  say,  it  will  sometimes  be  preferable  to  use  the  stroke  even  though 
the  word  ends  with  the  sound  of  m  or  n.     This  is  especially  the  case  when  a 
stroke  begins  with  a  hook  or  circle  which  would  be  on  the  same  side  as  the 
m  or  n.     Thus  the  word  broom  should  be  written  with  the  stroke  m,  and 
the  word  bloom  with  the  hook  m.     A  word  like  sprain  if  written  with  an  n 
stroke  looks  longer  to  the  eye  than  if  written  with  the  hook,  but  it  can  be 
written  just  as  quickly  with  the  stroke  and  when  finished  the  p  will  not  be 
curved,  as  it  is  likely  to  be  if  the  n  hook  is  used.     According  to  this  same 
principle,  it  will  be  round  easier  to  write  words  like  present  with  the  2nd  n, 
that  is  the  one  that  curves  downward;  and  such  words  as  pleasant  with  the 
first  n,  the  one  that  curves  upward.     The.upward  m  may  be  sloped  like  the  r, 
and  thus,  even  though  written  light,  distinguished  from  1. 


116 

Examples  of  Abbreviations,  >Short=Cutst  Etc. 

1.  Affidavit,  administrator,  Attorney  General,  as  has-is-his,  acceptance, 
apprehensive,  and  so  on,  as  soon  as  possible,  as  near  as,  as  near  as  possible, 
as  large  as,  as  much  as,  as  good  as,   at  your  earliest  convenience,   brought 
forward,  but  this  is— but  themselves,  by  any  means. 

2.  By  no  means,  collateral  security,  comprehend,  call  your  attention, 
discrimination,  domestic,  do  you  know  there  is,  did  you  have-ever,  deliver- 
ance, director,  distinguish,  excelsior,  efficient-ly,  everlasting,  exhibition. 

3.  Expectation,  easternmost,   for  it,  from  day  to  day,   from   time  to 
time,  for  the  first  time,  every  time,  1st  instant,  First  National  Bank,  for  my 
part,  happiness,  hereinafter,  hereinbefore,  hereunto,  headquarters. 

4.  Hereon,  here  and  there,   in  it,   if  it,  if  it  is  not,   is  it,   in  order  to, 
inasmuch  as,  instituted,  I  may,  is  his-as — his  is-has,  I  send  you,  I  will  send 
you,  in  all  matters,  in  this  connection,  in  the  generalization  of  items,  I  can, 
I  cannot. 

5.  In  the  first  place,  inference,  inhabitant,  in  the  meantime,  in  writing, 
is  there,  I  am  afraid,  I  am  confident,  I  am  very  sorry,  jurisdiction,  locality, 
later  than,  mortgagee,  Manufacturing  Co. 

6.  Memorandum,    memoranda,      manufacture-r,    mortgager,    no     sir, 
National  Bank,  no  doubt,  nonpayment,  on  it,  on  account,  occurrence,  onto, 
overtake,  of  all  the,  out  of  the  question. 

7.  Out  of  town,  outfit,  possibly,  per  annum,  percentage,  preparation, 
punctuality,    please  forward,    personal    attention,    quicker    than,    renewal, 
reference,  Railway  Co.,  receipt  of  cash,  recipient. 

8.  Replying  to  your  inquiry.  Sir,  self-control,  substantial-ly,  sometime — 
same  time,  Secretary  of  State,  set  forth,  suggestion,  Second  National  Bank, 
shorthand  writer,  shall  be  glad  to  know. 

9.  To  all,  30  days,  30  dollars,  20,  30,  40,  50,  60,  70,  80,  90,  90's. 

10.  2's,  3's,  4's,  5's,  6's,  7's,  8's,  9's,  10's,  ll's,    12's,   etc.,   to  become, 
testator.      This  is  just  what  they  themselves  should  do.      They  will  not  go. 
Thanksgiving.     This  will  be. 

11.  Undoubtedly,  unquestionable-y,  unreturnable,  unreliable,  who  had- 
do.  Wisconsin,  Waukenphast,  with  reference,  which  is  to  be — which  has  to  be, 
why,  with  all,  was  it,  while,  we  may,  we  may  not,  was  there-their,  with  regard. 

12.  Yes,  yes  sir,  yes  sirs,  ye,  you  will  be  sorry,  your  insurance.     You 
should  not  put  off  till  tomorrow  what  you  can  do  today.     You  should  take 
care  of  the  pennies;  the  dollars  also. 

-  13.  Your  loss  of  the  contract  is  to  be  regretted.  You  are  shipping  good 
brick  for  the  construction  of  the  building.  You  should  revise  your  financial 
statements.  You  may  send  the  30's  at  once. 

14.  You  were  wrong  that  time.     You  were  dancing  tonight,   were  you 
not.     You  ought  to  be  successful  with  your  work.      Your  clerk  is  to   blame 
for  sending  bad  brooms. 

15.  You  should  now  practice  reading  and  writing  the  business  letters, 
etc.,  which  follow,  for  in  them  are  many  examples  of  short-cuts. 


117 


118 


BUSINESS  LETTERS. 


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Note:  In  this  series  of  Business  Letters,  the  abbreviating  principles  enumerate* 
OP  pages  114  and  115  are  employed.  There  is  very  little  shading-  employed;  therefore 
the  student  should  try  the  strokes  toth  light  and  heavy,  and  should  not  forget  thai 
vowels  often  prwede  strokes. 


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146 

Correct  Forms  for  Letters. 

Opinions  vary  greatly  as  to  the  exact  arrangement  of  letters,  but  the 
following  forms  are  the  ones  most  commonly  used.  The  student  is  advised 
to  always  make  use  of  these  unless  his  teacher  or  employer  insists  on  differ- 
ent ones.  It  is  especially  recommended  that  stenographers  yield  to  the 
wishes  of  their  employers  in  this  and  other  respects,  for  it  must  always  be 
remembered  that  the  employer  is  paying  for  the  work,  and  therefore  it  should 
be  done  to  suit  him.  •  

Si\  Louis,  Mo.,  Sept.  2,  19 

MR.  DAVID  DAVIS, 

Street  Commissioner, 

San  Francisco,  Cali. 
Dear  Sir:  — 

In  reply  to  your  letter  of  the  10th  instant,  it  pleases  us  to  say  that  \ve 
can  furnish  you  with  all  the  material  you  desire  for  the  construction  of  your 
building,  even  to  the  roofing,  if  necessary.  In  regard  to  papering  the  walls 
and  ceiling,  would  say  that  it  is  our  custom  to  sublet  this  part  of  the  contract. 
Under  separate  cover,  we  are  sending  you  plans  and  specifications,  and 
trusting  they  will  receive  your  prompt  and  favorable  attention,  we  remain, 

Yours  very  truly, 
CENTENNIAL  CONSTRUCTION  Co. 

DENVER,  COLO.,  March  11,  19.... .... 

MESSRS.  BRANTLY,  BARTON  &  Co., 

Centralia,  111. 

Gentlemen: — In  response  to  yours  of  the  llth,  we  quote  you  prices  on 
our  buggies,  as  follows: — 

No.  20    Common  Sense  Side  Spring $65  00 

No.  30    Improved  Victor  End  Spring 68  75 

No.  30     New  York  Livery 68  75 

No.  80    Victor  Brewster 6875 

Trusting  to  receive  your  orders,  and  thanking  you  for  past  favors,  we  are, 

Very  truly  yours, 

GENTRY  BUGGY  Co. 
J.  M.  BENDER,  ESQ., 
Dear  Sir:— 

I  am  in  receipt  of  your  kind  letter  of  the  30th  ultimo,  and  in 

response  to  the  same  "beg  leave  to  call  your  attention  to  the  fact  that  the 

meeting  takes  place  tonight,  and  that  you  will  therefore  be  unable  to  attend. 

Regretting  this  untoward  circumstance,  and  hoping  it  will  not  happen 

again,  I  am,  Sincerely  yours, 

JAMES  W.  MAXWELL. 
Mr.    Walter  Bent  ley, 

Fort  Wayne,  Ind. 

My  dear  Sir, 

It  becomes  our  duty  to  report  that  your  f>o\ , 

Charles,  plays  truant  occasionally,  and  displays  a  very  unruly  spirit  ~<chcn 
corrected.  It  cannot  be  denied  that  he  is  Bather  a  bad  boy,  and  unless  he 
reforms  it  will  be  necessary  to  expel  him. 

I'ery  respectfully  yours,  State  University. 


147 


NOTE  :    The  above  is  not  submitted  to  show  how  shorthand  should  look,    but  rather  to  give 
an  idea  of  how  it  does  look  when  written  rapidly  and  with  a  free  movement  of  the  hand  and  arm. 


148 

Additional  Writing  Exercises. 

The  student  will  observe  that  in  many  of  these  exercises  words  coming 
under  principles  learned  in- previous  lessons  are  introduced.  Take  care  to 
write  such  words  according  to  the  rules  given  in  the  lesson  to  which  they 
properly  belong,  and  not  according  to  those  of  the  lesson  in  which  they  occur. 
This  plan  has  been  followed  all  through  the  book,  the  idea  being  to  take  up 
a  new  principle  in  each  lesson  and  at  the  same  time  review  all  preceding  ones. 

1.  PAGE  25.— This  is  an  additional  exercise  to  the  first  regular  lesson  in 
the  book.     The  study  of  shorthand  should  begin  with  this  lesson,  the  pre- 
ceding pages  being  merely  reference  tables,  etc. 

1.  Gay,   go,  ache,  oak,  egg,  ape,  pay,  jay,  Joe,  age,  gauge,  cope,  cape, 

2.  Cup,  duck,  tuck,   buck,    cake,    coke,    joke,  check,  Jake,  keg,  page, 

3.  Peg,    chub,    dug,    tug,    code,    jug,    bug,    beg,    take,    tuck,    cage, 

4.  Coach,    poke,    pope,   chuck,   budge,   poach,    bake,    pup,   bub,    pug. 

2.  PAGE  26. — Take  care  in  this  exercise  to  put  all  first-place  vowels  at 
the  beginning  of  some  stroke,  and  all  second-place  vowels  in  the  center. 
Try  to  avoid  your  former  mistakes. 

1.  Paw,  jaw,  caw,  chaw,  eat,  tea,  key,  eke,  toy,  boy,  joy,  odd,  guide,  pipe, 

2.  Peep,  tip,  type,  top,  body,  pity,  kick,  pick,  buggy,  Peggy,  putty,  chubby, 

3.  Keep,  copy,  cheap,  chip,  chippy,  dig,  toddy,  pig,  piggy,  pitch,  pudgy. 

3.  PAGE  28. — Keep  the  first-place  vowels  at  the  begmuing,  the  second- 
place  at  the  center,  and  the  third -place  at  the  end.      Remember  to  put  the 
light  second-place  vowels  before  the  second  stroke,  when  they  come  between 
strokes. 

1.  Pa,  pew,  cue,  due,  chew,  boo,  pack,  tack,  Jack,  bag,  baggage,  package, 

2.  Dockage,  back,   aback,  attack,   caddy,  cook,  cooky,  book,  jag,  gag, 

3.  Gouge,  dowdy,  duty,  beauty,  tobacco,  dug,  buggy,  pig,  decoy,  decay. 
"        4.     PAGE  31. — Notice  that  in  the  Reading  Exercise  of  this  lesson  some  of 

the  vowels  are  joined  directly  to  the  stroke,  as  in  the  words  ice,  ivy,  etc. 
The  long  i  and  the  oi  may  occasionally  be  joined  in  this  manner  at  the 
beginning  of  strokes,  and  the  ou  and  long  u  at  the  end.  Study  the  rules 
regarding  the  use  of  the  new  strokes  introduced  in  this  lesson  and  the  next, 
but  do  not  try  to  memorize  them. 

1.  Fig,   fib,  fop,  fog,  foggy,  defy,  jiffy,  coffee,  fish,  fishy,  dish,  bosh, 

2.  Sheep,  ship,  sheepish,  thigh,  thy,  vie,  off,  offish,  saw,  shoddy,  thee, 

3.  Thief,  thieve,    shock,    busy,    dizzy,    teeth,    tithe,    t>ity,    pith,    pithy, 

4.  Sea,    see,    fee,    shy,    eyes,    ice,    icy,    sigh,    ease,    easy. 

5.  PAGE  33. — Uon't  say  that  you  can't  tell  the  r  from  the  ch.  The  ch  is 
always  made  downward,  and  is  written  at  a  steep  angle;  the  r  is  always  made 
upward,  slopes  much  more  than  the  ch,  and  is  somewhat  longer.  In  \  8 
of  the  lesson  the  instruction  to  turn  the  circle  at  the  beginning  of  w  from 
right  to  left,  means  that  the  pencil  starts  to  the  right  from  the  point  where 
it  is  placed  on  the  paper.  Turn  to  the  Table  of  Appendages,  and  examine 
the  w  and  y  at  the  end  of  the  second  column.  The  circles  are  left  open  so 
as  to  show  the  exact  manner  in  which  they  are  turned. 

1.  Poke,  bale,  tear  (n),  tear  (v),  Dutch,  like,  luck,  faith,  leap,  fear,  fire, 

2.  Hitch,  pony,   bonny,   below,   bellow,    pillow,    escape,    mush,   knave, 

3.  Muddy,  fife,  namely,  nip,  heap,  hop,  nape,  shoal,  shell,  shying,  paying, 

4.  Aiding,    hoeing,    head,    vague,    putty,    naughty,   denial,  lily,  decay, 

5.  Raiding,  roping,  decoy,  haughty,  weighing,  yoke,  inking,  rate,  rightly. 


149 

6.  PAGE  35. — If  any  one  should  tell  you  that  you  could  not  distinguish 
the  end  of  a  stroke  from  the  beginning  of  it,  you  would  laugh  at  him.     But 
if  you  are  not  very  careful,  you  will  make  mistakes  on  that  very  score. 

1.  Lodge,    ledge,   latch,  like,  alike,  alight,  allege,  alleging,  lock,  lake, 

2.  Lack,  alack,   alum,   aloof,  await,  shipping,  shaving,  shoving,  ashy, 

3.  Shame,    sham,    assume,    yawl,  moping,  mopping,  Madge,  mapping, 

4.  Malady,  jobbing,   pile,   pale,   pool,   pulley,  doily,  daily,  duly,  dump. 

7.  PAGE  37. — Words  like  sigh  should  be  written  with  a  stroke  s,  and 
the  plural  formed  by  adding  a  final  s  circle;    words  like  seize  should  begin 
with  the  circle  s. 

1.  Speak,  spoke,  stack,  stock,  stuck,  stag,  cause,  case,  gas,  miss,  muss, 

2.  Mass,  Mose,  moss,    hiss,   haze,   house,   cheese,  such,  chase,    choose, 

3.  .Lease,  less,  lass,  fees,  face,  fuse,  wise,  ways,  wooes,  faces,  pieces, 

4.  Paces,    passes,    teases,    dozes,  induces,  senses,  seasoning,    seasoner, 

5.  Successes,    exercises,    exercised,    devises,    advises,    recess,    recesses. 

8.  PAGE  39. — Leave  out  all  the  vowels,  and  take  especial  care  to  phrase 
only  such  words  as  have  colons  between  them.     Keep  your  eyes  open. 

1.  Think  of:  the  right  way  at!  the  right  time,  and  avoid  going:  the 
wrong  way.  2.  Follow  the  same  business  daily  and  think:  the  same  way 
day  by  day,  and  you  may  soon  only  exist.  3.  If  the  summer  days  seem  to: 
be  hot;  and  life  is  dull  and  slbw,  go  to:  the  park  for:  some  exercise.  4.  A 
wise  boy  goes  at  his  daily  toil  laughing  and  singing  in  his  heart. 

9.  PAGE  41. — Insert  all  vowels  in  the  exercises  on  words.     Remember 
that  no  vowels  can  be  read  before  or  after  the  circles  and  loops. 

1.  Pieced,    paste,    abused,    baste,    gist,    just,    reason,    escape,    deepest, 

2.  Biggest,  stop,  step,  stoop,  bestow,  sting,  most,  boasts,  bolsters,  steer, 

3.  Store,  sunrise,  yeast,    discussed,  surmised,  days,  daze,   daisy,   dizzy, 

4.  Puss,    pussy,    fuss,    fussy,    fussed,    vests,    size,    sizes. 

10.  PAGE  43. — 1.    Anybody  may  save  money;  it:  is  wrong,  though,  to 
save  money  and  ruin  one's  health.     2.     How  long  must  one  study,  and  how 
long  should  one  toil,  each  day?     3.     You:  should  desire  peace  and  joy  on 
earth,  and  should:  be:  the  first  to  seek  such  things.     4.     It  is  folly  to:  think 
ill  of  any  one  you:  love.     Unless  you  do  something  for:  the  poor,  you:  will: 
be  poor  as  long  as  you:  live. 

11.  PAGE  45. — 1.     Wit,  wet,  wide,   weep,   wood,  wade,  wooed,  wavy, 

2.  Wifely,  woke,  awoke,  wink,  weight,  weighty,  witchery,  quick,  quake, 

3.  Quack,  quackery,  twice,  twig,  twist,  quota,  swayed,  swoop,  switching. 

12.  PAGE  47. — 1.     What  is:  the  best  thing  to:  do  when  one  is  in:  a  fix? 

2.  A  boaster  never  waits  to  hear  what   anybody   else   may   have    to    say. 

3.  It  is  impossible  to:  do  things  well  unless  you  have:   the  necessary  tools. 

4.  Tomorrow  you  may  never  see,  so  work  well  and  live  well  today. 

13.  PAGE  49. — 1.     Try,    tree,    tear  (n),  tray,  tear   (v),    utter,    upper, 

2.  Outer,  true,  tour,  pray,  pear,  pure,  upper,  extremity,  freely,  fearing, 

3.  Destroying,   disgracing,   pressing,  trusting,   sisterly,  jobber,   dagger. 

14.  PAGE  51— In   \   2  it  is  meant    that    the    phrase    he:    will   begins 
with  a  stroke  which  slopes  exactly  like  the  second  half  of  the  sign  for  I,  only, 
of  course,  being  made  downward.     1.     Dear  Sister  Cora: — It  Is  possible  that 
I  may  visit  you  one  day  next  week,  and:  I  hope  you:  will:  have  things  fixed 
up  and:  ready  for:  me.  Yours,  Joe.     2.     Dear  Brother  Joe: — It  seems  a  long 
time  since  we:  have  seen:  you,  so  long  that  to  see  you  will:  be  like:  a  dream. 
All  is  in:  readiness,  and  we:  shall  look  for:  you  very  soon.     Cora. 


150 

./*  Parting  Word  to  Students. 

Presuming  that  you  thoroughly  understand  the  principles  of  shorthand, 
the  next  thing  to  do  is  to  get  some  one  to  dictate  to  you  slowly  the  sentences, 
business  and  friendly  letters  you  have  gone  over  in  this  book.  If  you  are 
studying  with  some  one  who  also  understands  the  shorthand,  you  should 
dictate  the  engraved  matter  to  each  other,  and  before  taking  up  another 
exercise  you  should  compare  your  notes  with  the  engraving  to  see  if  you 
have  written  correctly.  If  you  are  not  quite  sure  that  you  understand  the 
principles  thoroughly,  you  should  transcribe  business  letters,  literary  articles, 
etc.,  into  shorthand,  and  have  your  work  corrected  by  a  competent  teacher. 
Some  of  the  articles  in  this  book,  like  the  one  entitled  Basis  of  Shorthand, 
will  do  for  this  purpose.  Be  careful  when  you  first  take  dictation  to  use  only 
familiar  matter,  something  that  you  have  practiced  writing  many  time's  from 
sight,  and  are  therefore  acquainted  with  the  correct  outlines  for  the  words. 
When  you  can  do  this  well,  new  matter  may  be  taken  up,  something  not  too 
difficult. 

Thinking  in  shorthand  is  a  great  help.  Make  mental  pictures  of  every 
word  you  see;  even  as  you  go  along  the  street,  you  can  devise  shorthand 
outlines  for  the  words  you  see  on  signs,  etc.  Try  to  make  mental  pictures 
of  words  as  they  are  spoken  by  some  one  talking  rapidly.  If  you  ar*  sitting 
down,  and  have  no  note  book,  make  imaginary  outlines  on  your  knee,  or 
even  in  the  air.  However  it  might  be  well  not  to  carry  this  too  far  when 
among  strangers.  At  public  meetings,  take  your  note  book  and  try  to  follow 
the  slow  speakers,  and  when  you  can  get  what  they  say  with  ease,  hunt  up 
faster  ones. 

The  keynote  of  success  in  learning  is  to  avoid  repeating  mistakes.  Get 
a  small  memorandum  book,  and  in  it  enter  all  corrections  alphabetically. 
This  will  enable  you  to  refer  to  them  readily,  and  the  very  act  itself  of  putting 
them  down  will  impress  them  upon  your  memory.  Keeping  such  a  record 
also  helps  you  to  be  methodical,  and  tends  to  lessen  the  number  of  mistakes. 

Try  to  avoid  heated  arguments  about  shorthand  systems.  If  any  one 
insists  on  extolling  the  merits  of  his  particular  way  of  writing,  takeup  a  book 
or  a  newspaper  and  read  to  him  for  about  five  minutes  at  the  rate  of  150 
words  per  minute,  and  then  ask  him  to  read  it  back.  This  will  generally 
cool  him  off,  and  all  you  will  have  to  do  will  be  to  listen  to  his  excuses  about 
not  being  in  practice,  etc.  As  for  yourself,  don't  go  around  boasting  what 
you  can  do,  unless  you  are  willing  and  ready  to  stant  a  test.  At  the  same 
time,  do  not  be  too  timid  about  stating  your  qualifications.  Don't  hide  your 
light  under  a  bushel.  If  you  can  do  a  thing  state  so  quietly,  if  asked  about 
it;  if  there  is  anything  you  can't  do  confess  it,  but  state  that  you  think  you 
can  learn  it  in  a  very  little  while  if  given  a  chance.  You  should,  however, 
qualify  yourself  well  before  applying  for  a  position  of  any  kind. 

In  closing,  the  author  would  impress  upon  you  the  following  thoughts: 
Anything  worth  learning  requires  time  and  patient  effort.  You  must  dig  for 
diamonds;  cobblestones  can  be  picked  up  anywhere.  Systems  of  shorthand 
exploited  as  being  "easy"  are  generally  easy  only  in  the  beginning.  Taken 
all  the  way  through,  the  shorthand  presented  in  this  book  is  simplicity  itself 
in  comparison.  No  one  lacking  the  intelligence  and  education  necessary  to 
learn  this  system  can  ever  hope  to  succeed  as  a  stenographer,  no  matter 
what  system  used.  Good  luck  to  you. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


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